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(See  page  87) 


PROGRESSIVE 
LESSONS  IN  ENGLISH 

FOR  FOREIGNERS 

FIRST  YEAR 


BY 

MARY  JIMPERIEFF 


GINN  AND  COMPANY 

BOSTON  •  NEW  YORK  •  CHICAGO  •  LONDON 
ATLANTA  •  DALLAS  •  COLUMBUS  •  SAN  FRANCISCO 


COI'YIUGHT,  1915,  BY  MAKY  JIMPERIEFF 

ALL   RIGHTS   RESERVED 

515.5 


Ctit    gtbenttum    19re<< 

GINN   AND  CUMTANV  •  I'KO- 
PRIETORS  •  BOSTON  •  U.S.A 


TO  MY  MOTHER 

ELEANOR   IIMPERIEFF 

THIS  LITTLE  BOOK  IS  DEDICATED 


IMPORTANT  TO  TEACHERS 

The  following  suggestions  are  made  to  help  the  teacher  get 
the  best  possible  results  from  the  use  of  this  little  book. 

Especially  with  the  first  ten  or  twelve  lessons,  try  this  pro- 
cedure :  With  the  open  book  before  you  —  but  let  none  of  the 
class  have  theb  books  —  go  over  the  lesson,  acting  it,  putting  its 
language  in  the  mouths  of  the  pupils.  As  soon  as  each  sentence 
has  been  correctly  spoken  —  not  before  —  write  it  on  the  black- 
board, until  the  entire  lesson  is  in  script.  After  this  have  the 
class  read  the  lesson  from  the  book  and  then  copy  from  the  board 
as  much  as  each  can  before  dismissal.  By  having  the  copying  last, 
all  the  pupils  are  given  a  more  nearly  equal  chance,  and  are  taught 
English  in  the  most  natural  order ;  that  is,  first,  hearing,  under- 
standmg,  and  speaking ;  then  reading ;  and  finally,  writing. 

■  In  Lesson  IV  it  may  seem  that  some  of  the  action  and  reading 
should  be  simultaneous.  But  try  this  first:  For  the  fifth  sen- 
tence place  a  book  in  a  pupil's  hand  and  say,  "  I  see  the  book 
m  my  pupil's  hand";  then  get  him  to  say,  "I  see  the  book  in 
my  teacher's  hand,"  —  placing  only  such  emphasis  on  "pupil" 
and  "  teacher  "  as  seems  necessary.  The  fifth,  sixth,  and  seventh 
sentences  should  be  taught  in  the  same  way.  Get  another  pupil 
to  hold  the  book  behind  him ;  then  seem  to  look  for  the  book 
and  say,  "  I  look,  but  I  do  not  see  the  book,"  etc.  Then  have 
the  reading.  Necessity  for  similar  action  before  readmg  will 
be  found  in  connection  with  some  of  the  later  lessons.  You 
should  therefore  read  the  evening's  lesson  carefully  before  the 
class  assembles. 


VI 

Act,  and  insist  upon  similar  action  on  the  part  of  your  pupils. 
Action,  devoid  of  diffidence  and  self-consciousness,  is  essential 
in  imparting  the  thought  of  an  expression  to  one  for  whom  that 
expression,  when  used  disconnectedly,  is  meaningless. 

In  using  the  outline  given  as  Lesson  I  —  reference  to  which 
should  be  made  as  necessary  —  proceed  as  follows :  Take  hold 
of  your  head  and  speak  clearly  the  one  word  "  head."  Take 
hold  of  your  hair,  pull  it,  run  your  fingers  through  it,  and  say 
clearly  "  hair."  Throw  out  one  arm,  run  your  hand  over  it,  and 
utter  clearly  "  arm."  Run  your  hand  down  the  leg,  from  the  hip 
to  the  foot,  and  say  "  leg."  When  you  get  to  the  ankle,  touch  it 
and  by  pantomime  intimate  that  the  ankle  is  to  the  leg  what  the 
wrist  is  to  the  arm,  but  speak  only  the  word  ''  ankle  "  now.  Be 
entirely  free  from  diffidence,  and  do  not  avoid  the  laugh  which 
frequently  comes  with  serious  effort,  for  it  is  not  without  effect 
in  thought-conveyance.  Remember  that  a  part  of  your  work  is 
to  overcome  the  always  too  great  diffidence  of  the  pupils,  and 
this  without  permitting  that  freedom  which  takes  liberties.  To 
act  without  constraint,  to  risk  losing  one's  balance,  without  los- 
ing one's  mental  equilibrium  or  dignity,  calls  for  the  highest 
order  of  intelligence,  and  is  the  dramatic  essential  in  giving 
English  to  foreigners.  When  a  man  already  tired  with  his  day's 
wprk  goes  to  the  rigidity  of  the  school  bench,  it  is  because  he 
wants  to  get  something  for  it,  and  he  knows  when  he  is  getting 
it.  Until  he  is  given  what  he  needs,  the  first-year  classes  in 
English  for  foreigners  must  continue  to  be  the  teacher's  perplexity. 

After  you  have  gone  over  the  outline  of  the  body  orally,  have 
the  class  open  their  books  and,  in  turn,  read  each  word  of  the 
outline  after  you,  then  spell  it  after  you.  When  this  has  been 
carefully  done,  your  class  should  be  ready  for  the  sentences  of 
the  second  lesson. 


vu 

For  the  sentence  "  This  is  my  head,"  take  hold  of  your  head 
and  speak  each  word  distinctly ;  that  is,  bear  in  mind  that  to  the 
foreigner  "  this  is  my  "  may  be  either  one  word  of  three  syllables 
or  three  words  of  one  syllable  each.  Then,  by  nods  and  repetition 
and  such  emphasis  and  bodily  assistance  as  may  be  necessary, 
get  a  pupil  to  say  and  act  "  This  is  my  head." 

Illustrate  the  sentence  ''  My  head  is  on  my  shoulders "  by 
placing  your  hand  on  the  table  and  saying,  "  My  liand  is  on  the 
table."  Or  take  a  book  and  place  it  on  the  table,  saying,  "The 
book  is  on  the  table."  Repeat  "  My  head  is  on  my  shoulders," 
touching  your  head  and  your  shoulders.  If  this  sentence  seems 
to  the  class  long,  give  it  in  this  manner :  Say  "  My  head,"  mak- 
ing that  unmistakable  little  gesture  toward  yourself  which  in  all 
languages  implies  possession,  then  repeat  the  action  with  your 
shoulders,  and  the  class  should  soon  comprehend  and  utter  "  My 
head  is  on  my  shoulders." 

In  teaching  "  I  have  two  eyes,"  point  to  your  eye  and  say 
"  eye."  Hold  up  one  finger  and  say  "  one,"  then  two  fingers  and 
say  "  two."  Point  again  to  your  eye  while  you  pronounce  "  one 
eye."  Point  to  both  eyes  and  say  "  two  eyes  —  I  have  two  eyes." 
Early  in  the  work  your  words  should  be  few  —  so  far  as  possible 
only  those  which  are  a  part  of  the  lesson  and  which  you  will 
require  each  pupil  to  speak,  read,  spell,  and  write.  At  all  times, 
however,  do  not  fail  in  sufficient  expression  of  commendation 
and  encouragement,  carefully  and  distinctly  spoken.  It  is  only 
at  first  that  the  fewness  of  your  words  should  be  marked. 

With  the  sentence  "My  tongue  is  in  my  mouth,"  when  "my 
tongue  "  and  "  my  mouth"  have  been  made  clear,  "  in  "  might  be 
illustrated  by  holding  your  hand  in  your  pocket  or  in  a  drawer 
of  the  desk.  Act  not  only  "  I  bow  my  head  "  but  "  Summer  is 
hot "  ;  fan  yourself  and  say  "  whew."    When  you  get  to  the  point 


VIU 


where  you  introduce  the  word  "silent,"  act  it  by  holding  up  a 
linger  and  saying  "  sh-sh." 

As  early  as  Lesson  XI,  the  rule  "  Tc  before  n  is  silent "  oc- 
curs. Do  not  let  this  tempt  you  to  give  lists  of  words  which 
contain  silent  letters.  That  is  not  your  object  now.  Now  you 
are  only  taking  advantage  of  evident  facts  as  they  offer  them- 
selves. Do  not  under  any  circumstances  give  a  word  the  mean- 
ing of  which  is  not,  or  might  not  be  made,  perfectly  clear  either 
by  direct  application  or  by  association. 

Let  your  language  be  always  pure  and  simple ;  always  insist 
upon  complete  sentences  from  your  pupils.  Never  depend  upon 
interpretation,  but  encourage  resourcefulness  in  direct  thought. 
Even  if  uiterpretation  be  correct,  it  is  detrimental,  as  before 
freedom  of  expression  can  be  acquned  by  the  student  he  must 
learn  to  think  m  the  language  he  desires  to  speak.  Otherwise  the 
constant  mental  interpretation  which  must  precede  expression 
will  retard  his  progress  seriously. 

Speak  clearly,  but  avoid  too  great  emphasis,  and  by  no  means 
let  your  voice  fall  into  a  singsong  tone.  If  naturally  spoken, 
much  of  any  language  carries  its  own  meaning.  To  overcome 
dilhculties  with  ih,  drill  the  class  from  the  start,  as  occasion 
offers,  on  putting  the  tongue  bettveen,  not  agamst,  the  teeth  (show 
them  your  own  there).  JNIake  very  plain  the  difference  between 
the  thrust-out  hps  for  n\  and  the  way  in  which  the  lower  lip 
touches  the  upper  teeth  for  v.  This  exercise,  as  an  exercise, 
comes  in  proper  order  in  the  phonics,  but  should  receive  this 
early  attention  without  fail. 

Devote  the  first  ten  minutes  of  each  evening's  work  to  phonics. 
Give  this  amount  of  tune  during  the  first  ten  evenmgs  to  the  reci- 
tation of  the  alphabet.  Do  not  abandon  this  exercise  before  every 
member  is  able- to  recite  the  alphabet  freely  from  memory  and  to 


IX 

read  it  backward  readily,  even  though  more  than  ten  evenings 
be  required. 

In  Exercise  II  have  the  class  recite  the  alphabet,  pronouncing 
the  vowels  as  long,  but  giving  only  the  value  of  the  consonants ; 
that  is,  not  hee,  see,  dee,  ef,  gee,  aich,  but  66,  with  closed  lips,  ss 
or  kk,  dd,  ff,  gg  (hard)  or  jj,  Jth,  etc.  Devote  at  least  two 
evenings  to  this  exercise,  and  review  as  seems  advisable. 

The  selection  of  words  illustrating  principles  of  pronunciation 
should  be  made,  so  far  as  possible,  from  lessons  studied.  Have 
your  pupils  look  carefully  over  preceding  lessons  to  find  such 
words  as  contain  the  form  of  consonant  or  vowel  under  imme- 
diate discussion. 

Do  not  give  more  than  ten  minutes  of  any  evening  to  phonics, 
but  be  sure  always  to  give  at  least  ten. 

Immediately  following  phonics  give  ten  minutes  to  spelling. 
Of  course  the  first  lesson  will  be  read  word  for  word  and  spelled 
in  like  manner.  But  when  ready  for  the  second  lesson,  as  soon 
as  you  finish  with  the  alphabet,  open  to  Lesson  I.  Pronounce 
a  word,  not  necessarily  the  first,  and  expect  the  pupil  sitting 
in  the  first  seat  of  the  first  row  to  find  that  word  and  spell  it  and 
pronounce  it.  If  much  help  from  you  is  necessary,  give  it.  Then 
another  word,  from  any  part  of  the  outlme,  and  expect  the  next 
pupil  to  find,  spell,  and  pronounce  that. 

When  ready  for  Lesson  III,  use  Lesson  II  for  your  spellmg 
exercise.    Give  no  more  than  ten  minutes  to  any  such  exercise. 

Remember  the  order:  ten  minutes  to  phonics,  ten  minutes  to 
spelling ;  the  rest  of  the  time  to  action  work,  reading,  and  copy- 
ing from  the  blackboard. 

If  you  are  expected  to  enroll  new  pupils,  do  not  take  time  to 
do  it  as  they  come  in  after  the  recitation  has  begun ;  but  have 
them  take  seats  while  you  go  on  with  the  work  of  the  evening. 


Then  after  you  have  completed  your  action  work  and  have  had 
the  reading,  while  your  class  is  copying  the  lesson  from  the 
board,  mark  your  attendance  and  take  care  of  the  newcomers. 
You  will  have  to  be  on  your  feet,  chalk  m  hand,  during  the  ex- 
ercise in  phonics  and  during  the  action  work,  but  try  to  remain 
seated  during  the  spelling,  reading,  and  copying.  If  you  will 
always  call  the  members  of  your  class  by  their  surnames,  witl 
the  prefix  "  Mr.,"  "  Miss,"  or  "  Mrs.,"  as  applicable,  you  will 
have  little  or  no  trouble  with  their  deportment.  Condescension 
of  any  nature  the  foreigner  discerns  and  resents  quickly  and 
keenly,  despite  his  apparent  stolidity. 

It  is  of  utmost  importance  that  you  read,  even  study,  the 
lesson  before  starting  for  school.  Sometimes  it  w  ill  be  necessary 
to  take  with  you,  by  way  of  illustration,  somethmg  on  which 
the  entire  lesson  depends  —  a  fruit  and  vegetable  catalogue,  a 
shoe  box,  a  tape  measure ;  read  the  lesson  to  learn  what  you 
will  need,  and  make  the  necessary  preparation. 

Finally,  the  method  herein  given  will  no  doubt  fail  to  pleasure 
up  to  your  ideas  of  how  to  teach  a  language.  It  is  not  the  way 
you  studied  German  at  high  school,  for  instance.  But  the  mem- 
bers of  your  class  are  not  high-school  pupils  —  for  the  most  part 
far  from  it.  What  the  foreigner  here  needs  and  must  have  is  a 
workinr/  knowledge  of  English  in  the  shortest  period  of  time. 
Give  it  to  him. 


ENGLISH  FOR  FOREIGNERS 

EXERCISE  I 
THE  ALPHABET 

ABCDEFGHI 

JKLMNOPQR 

STUVWXYZ 

a  13  c  £1  &  J  g^  u  J 

J  J     %     1/     lAT  X 


a 

b 

c 

d 

e 

f 

g 

h 

• 

1 

• 

J 

k 

1 

m 

n 

o 

p 

q 

r 

s 

t 

u 

Y 

w 

X 

y 

z 

cu 

^ 

c- 

cL 

ty 

/ 

f 

I 

• 

/ 

i 

/ 

rriy 

n 

o 

A 

^ 

"i  /u 

d. 

t 

w 

^ZA 

iAJ- 

«■ 

^ 

1 

1 

-^-p^ 

EXERCISE  II 

The    English    al})hal)et   consists  of    twenty-six 
letters. 

abed      e  f 

g     h     i      j       k  1 

m    n     o     p      q  r      s 

t      u     y     w     X  y     z 

Five  of  these  twenty-six  letters  are  vowelSo 

a     e     i       o     u 

EXERCISE  III 
The  five  vowels  may  be 

Long  and  Short 

a  a 

e  e 

1  1 

o  6 


EXERCISE  IV 
Twenty  of  the  twenty-six  letters  are  consonants. 

b     c     d     f     g     li     j      k     1      m 
n     p     q     r     s      t      v    w    x     z 

Y    is    sometimes    a    vowel    and    sometimes    a 
consonant. 

EXERCISE  V 

Consonants  of  more  than  one  sound :    c,   (j,  s. 
§      €      g      g      S       S 

EXERCISE  VI 
Combined  consonants : 

cli  —  three  sounds  :   -eli  ch  ch 
qii  —  sounded  like  kw 
ph  —  sounded  like  / 
sli  — 

til  —  two  sounds 
wli  —  sounded  like  hw 


EXERCISE 

VII 

Double  vowels : 

ee     ee 

do 

00 

EXERCISE 

VIII 

Long  a 

Short  ( 

face 

hand 

shake 

back 

taste 

ankle 

take 

can 

lace 

has 

EXERCISE 

IX 

Long  e 

Short  6 

me 

neck 

he 

chest 

we 

left 

the 

desk 

these 

smell 

Long  i 

EXERCISE 

X 

Short  i 

right 

this 

write 

sit 

bite 

• 

clinch 

light 

listen 

Long  0 

EXERCISE 

XI 

Short  0 

close 

• 

not 

open 

drop 

hold 

viiob 

go 

Long  u 

EXERCISE 

XII 

stop 

Short  u 

you 

run 

future 

knuckles 

Tuesday 

up 

refuse 

jump 

6 
EXERCISE  XIII 


Y  as  a 

consonant 

yard 

you 

yellow 

year 

yet 

yawn 

royal 

young 

York 

yes 

Y  as 

a  vowel 

ike  long  i 

Like  slKH't  i 

my 

twenty 

eye 

January 

by 

pretty 

July 

heavy 

try  lady 


EXERCISE  XIV 
C  sounded  like  s  before  e,  i,  and  y. 
Before  e  Before  i  Before  y 


fage 

pencil 

bigycle 

§ent 

gigar 

cylinder 

gellar 

§ipher 

pliarinaQy 

Yoige 

gircle 

encyclopedia 

geiling 

Pagific 

fangy 

EXERCISE  XV 

C  sounded  like  k  before  a,  o,  n,  c,  k,  I,  r,  f, 
and  at  the  end  of  a  word. 

Before  a     '  Before  o  Before  u 


€an 

■coat 

cuff 

€arry 

come 

cucumber 

€alf 

collar 

cup 

€atcli 

■corner 

cut 

because 

second 

customer 

8 


C  before 

r,  k,  I,  r,  t 

Before  c- 

accept 

Before  l< 

account 

clinch 
clock 

Before  k< 

back 

Before  r< 

chicken 

crush 
scratch 

Before  ^ 

electric 
October 

C  at  the  end  of  words 

music 

electric 

republic 

Pagific 


9 


EXERCISE  XVI 

G  is  sometimes  sounded  like  j  when  preceding 
e,  2,  and  y.    Soft  g  =  0,  g. 


As  j  before  e 


As  j  before  i 


vegetable 

gentleman 

Germany 

page 

hinge 


gill 

religion 

register 

ginger 

original 


As  j  before  y 


gymnasium 

physiology 

theology 


10 
EXERCISE  XVII 


G  always  takes  the  hard  sound  except  some- 
times before  e,  i,  and  i/.    Hard  g=  G,  g. 


Hard  fj  before  a 

Hard  g  before  e 

gas 

get 

garden 

finger 

gate 

together 

again 

geese. 

began 

forget 

Hard  (j  l)efore  i 

Hard  g  before  o 

give 

got 

girl 

good 

giggle 

go 

giddy 

forgot 

girdle 

-Mongolian 

11 


Hard 

(j  before  n 

August 

figure 

guarantee 

tongue 

gun 

guess 

regular 

synagogue 

gutter 

gum 

EXERCISE  XYIII 


S  (unmarked)  sharp 

S  soft  (like 

like  c 

cliest 

nose 

sole 

arms 

this 

is 

stei)s 

goes 

drops 

raise 

12 


EXERCISE  XIX 

(hard)  sounded  as 

Ch  (soft)  soundec 

k  =  €h 

sh  =  ch 

school 

machine 

scholar 

Qhicago 

character 

ghanclelier 

Ohristmas 

ghute 

cholera 

machinist 

Ch  (unmarked) 

sounded  as  tsh 

teacher 

peach 

church 

cheese 

chalk 

cheek 

touch 

reach 

chair 

rich 

13 

EXERCISE  XX 
Qu  sounded  as  kw 


square 

quick 

squint 

queen 

quench 

EXERCISE  XXI 
Ph  sounded  as/ 

Philadelphia 

pharmacy 

photograph 

philosophy 

phonograph 


14 


] 

EXERCISE  XXII 

Sh 

ashes 

• 

shoulder 

shame 

lash 

dish 

shake 

wash 

shut 

cash 

hush 

EXERCISE  XXIII 
Th  (unmarked,  sharp)        Tk  (flat)  =  TJi,  tfi 


thimble 

this 

thirty 

tiiese 

thumb 

the 

month 

with 

teeth 

tlien 

15 


EXERCISE  XXIV 

Wh  sounded  as 

though  it  were  - 

hw 

what 

white 

■» 

where 

whip 

which 

whistle 

» 

when 

wharf 

-r- 

while 

why 

EXERCISE  XXV 

DOUBLE  VOWELS 

ee 

ee 

00 

00 

feet 

been 

moon 

book 

knee 

breeches 

school 

look 

see 

too 

brook 

sleeve 

tool 

good 

heel 

fo'ol 

foot 

16 

EXERCISE  XXVI 
A  before  / :   broad  a  =  A,  a 


all 

•  • 

talk 

•  • 

ball 

•  • 

walk 

•  • 

call 

•  • 

chalk 

•  • 

tall 

•  • 

balk 

•  • 

wall 

•  • 

Balkan 

•  • 

EXERCISE  XXVII 

A  before  r : 

open  a  =  A,  a 

arm 

market 

garden 

are 

far 

large 

barber 

part 

car 

start 

17 

EXERCISE  XXVIII 
A  before  w :   broad  a  =  A,  a 


jaw 

hawk 

•  • 

gnaw 

raw 

•  • 

paw 

draw 

•  • 

saw 

•  • 

law 

•  • 

yawn 

flaw 

•  • 

EXERCISE  XXIX 

When  a  is  followed  by  a  single  consonant  fol- 
lowed by  silent  e,  the  a  is  long. 

act  ace 

at  ate 

ball  bale 

can  cane 

dam  »  dame 


18 


tad 

fade 

fat 

fate 

gamble 

game 

hall 

•  • 

liale 

hat 

hate 

jam 

James 

lamb 

lame 

land 

lane 

man 

mane 

pack 

pace 

pan 

pane 

rag 

rage 

rat 

rate 

samiile 

same 

sand 

sane 

tall 

•  • 

tale 

tap 

tape 

19 

Yan  vane 

vast  vase 

wad  wade 

wag  wage 

wan  wane 

A  few  exceptions  to  this  rule  are : 

are  hare 

awe  have 

bade  mare 

care  pare 

dare  rare 

fare  tare 

gape  ware 

Usually  a  vowel  is  sounded  as  long  when  fol- 
lowed by  a  single  consonant  followed  by  a  vowel. 
This  rule  applies  to  ''nation,"  but  not  to  "na- 
tional."   There  are  many  such  exceptions. 


20 

LESSON  I 
THE  BODY 

Head 
Hair 

Face 
Brow 
Eyes 

Eye-brows 
Eye-lids 
Eye-lashes 
Nose 
Mouth 
Lips 

Upper-lip 
Lower-lip 
Teeth :    one,  tooth 
Tongue 


21 

Chin 

Cheeks 

Ears 

Neck 

Throat 

Shoulders 

Arms 
Elbow 
Wrist 
Hand 
Palm 
Fingers 
Tlimnb 
Knuckles 
Finger-nails 

Chest 

Waist 


22 

Back 
Hips 

Legs 
Knee 
Ankle 
Foot :    two,  feet 

Heel 

Toes 

Toe-nails 

Sole 

Teacher.  When  reading  this  outline,  have  each  pupil  take  one 
word,  pronounce  it  after  you  and  spell  it  after  you;  and  do  not 
pass  over  it  until  botli  spelling  and  pronunciation  are  given  with  dis- 
tinctness and  freedom  of  utterance.  Finally  have  the  pupils  copy 
the  outline  as  you  have  placed  it  before  them  on  the  board. 


23 

LESSON  II 

This  is  my  head. 

My  head  is  on  my  shoulders. 

I  bow  my  head. 

I  turn  my  head. 

I  turn  my  head  to  the  right. 

I  tinn  my  head  to  the  left. 

I  shake  my  head. 

I  have  two  arms  and  two  hands. 

This  is  my  right  hand. 

This  is  my  left  hand. 

I  have  two  legs  and  two  feet. 

This  is  my  right  foot. 

This  is  my  left  foot. 

I  get  up. 

I  stand  straight. 

I  bend  from  the  hips.     I  bow. 


24 

I  have  two  knees. 

When  I  walk,  I  bend  my  knees  a 
little. 

When  I  kneel,  I  bend  my  knees 
until  they   touch   the   floor. 

* 

/%^  Ayexz<iy  iA^  onoy  map  ^Axmi^I- 
cUaa^. 

Ax2yruiAy. 


Teachkr.  This  lesson  affords  excellent  opportunit}-  for  a  careful 
drill  on  the  proper  utterance  of  th.  Do  not,  however,  take  it  for  your 
exercise  in  phonics.  Reciting  the  alphabet  is  sufficient  for  this  time. 
Illustrate  ''  kneel "  either  by  a  picture  or  by  intimation ;  the  actual 
kneeling  in  the  schoolroom,  of  eoiu-se,  should  not  be  required  of  any 
pupil. 


25 

LESSON  III 

I  have  two  eyes. 
These  are  my  eyes, 
I  see  with  my  eyes. 

I  have  two  ears. 
These  are  my  ears. 
I  hear  with  my  ears. 

I  have  a  nose. 

This  is  my  nose. 

I  smell  with  my  nose. 

My  tongue  is  in  my  mouth. 
I  taste  with  my  tongue. 

I  have  two  arms  and  two  hands. 


26 

I  have  five  fingers  on  each  hand. 
I  have  ten  fingers  on  both  hands. 
I  touch  with  ni)^  fingers. 
My  five  fingers  are : 

Thumb 

First  finger 

Second  finger 

Third  finger 

Fourth  finger 
The    first    finger    is   the    index    fin- 
ger.   I   point   with   my    index    finger. 
The  fourth  finger  is  tlie  little  finger. 

Jl  d-e^  iiUtriy  myuy  fywty6y. 

Teacher.    A  careful  review  of  the  body  outline  should  precede 
this  lesson,  and  the  utterance  of  w  should  be  given  sufficient  attention. 


27 
LESSON  IV 

I  close  my  eyes. 

I  cannot  see  because  my  eyes  are 
closed. 

I  open  my  eyes. 

I  can  see  because  my  eyes  are  open. 

I  see  the  book  in  my  teacher's  hand. 

I  look,  but  I  do  not  see  the  book. 
The  book  is  back  of  my  teacher.  I 
cannot  see  the  book  because  it  is 
back  of  my  teacher. 

My  teacher  drops  the  book  on  the 
desk.  I  hear  the  book  drop  on  the 
desk.  I  listen,  but  I  do  not  hear 
the  book  drop  because  the  teacher 
does  not  drop  it. 

What  do  you  do  to  see  ? 


28 

When  I  want  to  see  I  look. 
When  you  want   to   hear  what   do 
you  do  ? 

When  I  want  to  hear  I  listen. 

Teacher.  Close  your  eyes;  open  them;  drop  a  book;  look;  lis- 
ten ;  then  compel  a  pupil  to  like  action  while  you  use  the  language  of 
the  lesson  —  modified  as  necessary  to  be  applicable  —  to  describe 
his  actions.    Then  give  the  lesson  just  as  above. 


29 

LESSON  V 

My  nose  is  on  my  face. 

I  smell  with  my  nose. 

I  breathe  through  my  nose. 

My  voice  comes  np  my  throat. 

I  talk  with  my  tongue  and  lips. 

My  teeth  are  in  my  mouth. 

My  upper  teeth  are  in  my  upper 
jaw. 

My  lower  teeth  are  in  my  lower 
jaw. 

I  can  move  my  lower  jaw. 

I  cannot  move  my  upper  jaw. 

I  bite  with  my  teeth. 

I  chew  with  my  teeth. 

I  swallow  down  my  throat  into 
my  stomach. 


30 

I  breathe. 

I  take  a  long  breath.     I  inhale. 

I  hold  my  breath. 

I  exhale. 

I  inhale  again. 

I  exhale.     I  blow  on  my  hand. 

I  take  another  long  breath. 

I  pucker  my  lips  and  exhale.  I 
whistle. 

I  liear  myself  whistle. 

My  ears  are  at  the  sides  of  my 
head.  I  liaA^e  one  ear  at  each  side 
of  my  head. 

Teacher.    Emphatic  action  is  essential  to  this  lesson.    Act. 


31 

LESSON  VI 

I  raise  my  shoulders. 

I  raise  my  right  arm  from  the 
shoukler. 

I  bend  my  left  arm  at  the  elbow. 

I  clinch  my  right  hand  in  a  fist. 

I  strike  my  right  fist  in  my  left  palm. 

I  hold  .my  right  hand  up  alone.  I 
bring  it  down. 

I  hold  my  left  hand  up  alone.  I 
bring  it  down. 

I  hold  both  hands  up  together.  I 
bring  them  down. 

I  throw  my  hands  out.  I  hold  my 
hands  out  ai)art.  I  hold  them  out 
together.  I  turn  the  palms  of  my 
hands  from  me. 


32 

I  turn  the  palms  of  my  hands 
toward   me. 

I  rest  my  elbow  on  the  desk. 

I  rest  my  chin  hi  my  hand. 

I  cover  my  face  with  my  hands. 

I  wave  my  hand. 

I  beckon  with  my  hand. 

I  rub  my  hands  together.  I  clap 
my  hands.  I  clasx)  my  hands  and 
hohl  them  together  on  the  desk. 

I  clasp  my  neighbor's  hand. 

I  Avork  with  my  hands. 

Teachkr.  With  this  lesson  as  with  the  preceding  —  act.  Raise 
your  shoulders  and  say,  "  I  raise  my  shoulders."  Then  immediately 
have  a  ])Ui)il  say  and  act,  "  I  raise  my  shoulders."  Then  write  "  I 
raise  my  shoulders"  on  the  blackboard.  Do  this  with  each  sentence, 
then  have  the  class  read  the  lesson  froni  the  book,  and  finally  copy 
it  from  the  board.    Be  thorough,  but  do  not  drag. 


33 

LESSON  VII 

I  have  two  feet. 

I  have  five  toes  on  each  foot.  I 
have  ten  toes  on  both  feet. 

I  w^alk  with  my  feet. 

I  take  one  step.  I  take  two  steps. 
I  take  three  steps. 

I  Avalk  slow.    I  stop.    I  turn  around. 

I  walk  fast.    I  stop.    I  turn  around. 

I  run.     I  stop. 

I  stand  on  my  feet.  I  take  one 
foot  off  the  floor.  I  stand  on  one 
foot.  I  put  my  foot  back  on  the 
floor.     I    stand    on    my   two    feet. 

I  jump. 

I  dance. 

I  take   my   left   foot    off   the   floor. 


34 

I  stand  on  my  right  foot.  I  put  my 
left  foot  back  on  the  floor.  I  stand 
on  both  feet. 

I  stand  on  my  toes. 

I  stamp  my  right  foot. 

I  go  to  my  desk  and  sit  doA^ai. 

I  keep  my  feet  under  my  desk. 

I  keep  my  feet  still. 

Teacher.  Act  out  every  sentence  suggesting  action,  and  it  is 
of  even  more  importance  that  you  prevail  upon  your  pupils  to  do 
likewise. 


35 
LESSON  VIII 

I  sit  at  my  desk.  My  neighbor 
sits    at    his    desk. 

I  scratch  my  head.  My  neighbor 
scratches  his  head. 

I  pull  my  hair.     He  pulls  his  hair. 

I  run  my  fingers  through  my  hair. 
He  runs  his  fingers  through  his  hair. 

I  shake  my  right  hand  from  the  wrist. 
He  shakes  his  left  hand  from  the  wrist. 

I  shake  both  hands.  He  shakes 
both    hands. 

I  shake  hands  with  my  neighbor. 
My  neighbor  shakes  hands  with  me. 

We  shake  hands. 

My  neighbor  and  I  get  up  to- 
gether.    We   go   toward   our   teacher. 


36 

We  turn  about  and  go  from  our 
teacher.     We  go  back  to  our  seats. 

We  sit  down.  We  do  not  sit  to- 
gether. 

He  sits  at  his  desk  alone.  I  sit 
at  my  desk   alone. 

We  face  our  teacher.  Our  teacher 
faces  us. 

Our  desks  face  the  teacher's  desk. 
The  teacher's  desk  faces  our  desks. 

We  face  the  front  of  the  room. 
Our  teacher  faces  the  back  of  the 
room. 

Teacher.  Have  any  two  pupils  act  out  this  lesson.  Coach  gen- 
erously and  watch  carefully  to  see  that  each  action  is  intelligently 
performed  and  its  language  repeated  in  concert  by  the  entire  class. 
Do  not,  however,  have  the  reading  in  concert,  but  let  one  pupil  after 
another  read  a  sentence  until  every  one  present  has  had  his  turn. 


37 

LESSON  IX 

Where  is  your  head  ? 

My  head  is  on  my  shoulders. 

How  many  arms  have  you  ? 
I  have  two  arms;  they  hang  from 
my  shoulders. 

Where  are  your  teeth  ? 
My  teeth  are  in  my  mouth. 

How  many  thumbs  have  you  ? 
I  have  two  thumbs. 

Can  you  walk  ? 

Yes,    I   can    walk.      Look,   see    me 
walk.  A\?..A5 


38 

Can  you  talk  English? 
Yes,    I    can    talk    English.     Listen, 
hear    me    talk. 

With  what  do  you  see  ? 
I  see  with  my  eyes. 

With  Avhat  do  you  hear  ? 
I  hear  with  my  ears. 

What  do  you  do  with  your  nose  ? 
I  smell   with   my  nose.     I  breathe 
through  my  nose. 

What  do  you  do  with  your  tongue? 
I   taste   with   my   tongue   and   talk 
with   my   tongue. 


39 

I  can  see ;  I  am  not  blind ;  I  can 
see.     A  man  who  cannot  see  is  blind. 

I  can  hear;  I  am  not  deaf;  I  can 
hear.  A  man  who  cannot  hear  is 
deaf. 

I  can  talk;  I  am  not  dmnb;  I  can 
talk.  A  man  who  caimot  talk  is 
dumb. 

Teacher.  You  might  start  this  lesson  by  pretending  to  lose  your 
handkerchief  and  saying  to  yourself,  "  Where  is  my  handkerchief  ?  " 
Also  count  books,  not  to  exceed  two. 


40 

LESSON  X 
MY  CLOTHES 

I  wear  a  hat  on  my  liead. 

I  wear  a  sliirt.  Tlie  sleeves  of  my 
shirt  are  for  my  arms. 

The  collar  goes  aromid  my  neck. 

My  neck-tie  goes  aromid  my  collar. 

My  shirt  has  buttons.  My  shirt- 
sleeves have  cuffs. 

My  vest  has  no  sleeves.  My  vest 
buttons  in  front. 

My  coat  has  sleeves.  My  coat  has 
pockets.     My  trousers  have  pockets. 

I  wear  shoes  and  stockings  on  my 
feet.  Shoes  lace  with  shoe-laces,  or 
button  with  buttons. 

I  wear  gloves  on  my  hands. 


41 

Wlien  it  is  cold  I  wear  an  over- 
coat. When  it  rains  I  wear  rubbers 
over  my  shoes,  and  I  carry  an  um- 
brella in  my  hand. 

My  sister  wears  clothes.  She  does 
not  wear  a  shirt  and  vest  and  coat ; 
she  wears  a  waist.  She  does  not 
wear  trousers;    she  wears  a  skirt. 

When  I  come  to  school  I  take  my 
gloves  off  my  hands.  I  take  my 
overcoat  off  and  hang  it  up  in  the 
cloak-room.  I  take  my  rubbers  off 
my  feet  and  place  them  on  the  floor. 
I  take  my  hat  off  my  head  and  hang 
it  up  over  my  coat.  I  stand  my 
umbrella  in  a  corner.  I  walk  into 
the  school-room. 


42 

Clotliing  is  made  of  wool,  cotton, 
or  silk.  My  coat  and  trousers  are 
made  of  wool  cloth ;  my  shirt  is  made 
of  cotton  goods,  and  my  neck-tie  is 
made  of  silk. 

Shoes  are  made  of  leather. 

Teacher.  Take  a  young  boy  before  the  class  and  touch  and 
name  everything  he  wears.  You  might  even  have  him  put  on  his 
overcoat,  gloves,  rubbers,  and  hat,  and  hold  an  umbrella,  to  lend 
reality  to  this  part  of  the  lesson.  Have  the  class  in  the  cloak-room 
for  the  latter  part  of  the  lesson. 


43 

LESSON  XI 

THE  SCHOOL-ROOM 

Part  I 

This  room  lias  four  walls. 

This  room  is  my  school-room. 

This  room  is  jowr  school-room. 

This  room  is  our  school-room. 

Our  room  has  four  walls. 

Our  room  has   doors  and  windows. 

I  go  to  the  window.  I  open  the 
window.  I  breathe  the  air.  I  close 
the  window.  I  go  to  the  door.  I 
turn  the  knob.  I  open  the  door.  I 
go  out.     I  close  the  door. 

I  knock  on  the  door  with  my 
knuckles.  I  hear  a  voice  say,  "Come 
in."     I    tm-n    the    knob.     I    open    the 


44 

door.  I  enter.  I  close  the  door.  I 
close  the  door  quietly.  I  do  not  slam 
the  door.     The  door  stays  shut. 

I  put  the  key  in  the  key-hole  and 
lock  the  door.  I  turn  the  key  again 
and  mdock  the  door.  I  open  the  door 
again.     The  door  swings  open. 

The  door  hangs  on  hinges.  The 
door  swings  because  it  hangs  on 
hinges. 

I  go  to  my  seat  and  sit  down. 

K  before  N  is  silent. 

Teacher.  The  thought,  action,  and  expression  of  this  lesson  are 
instinctive.  Naturally  one  thought,  with  its  action,  suggests  another, 
making  expression  easy.  Of  course  after  you  go  out  and  close  the 
door,  you  must  open  it  again  and  finish  that  part  of  the  exercise  on 
the  outer  side  of  the  door  —  closed  only  in  imagination. 


45 

LESSON  XII 

THE  SCHOOL-ROOM 

Part  II 

My  desk  is  made  of  wood  and  iron. 

My  teacher's  desk  is  made  of  wood ; 
there  is  no  iron  in  it. 

The  chair  is  made  of  wood.  The 
table   is   made   of  wood. 

I  look  before  me.  I  see  the  black- 
board. 

I  get  up.     I  g'o  to  the  black-board. 

I  take  the  chalk  in  my  hand.  The 
chalk  is  white ;    the  board  is  black. 

I  write  with  the  chalk  on  the 
board. 

I  write  one  letter  —  "  a." 

I  write  one  word  — ''  the." 


46 

I  write  two  words  — "  The   board." 

I  write  a  sentence  — ''  Tlie  board 
is  black." 

I  erase  with  the  eraser.  The  eraser 
is  made  of  cloth  and  wood. 

I  go  to  my  desk. 

I  look  up  and  see  the  ceiling.  I 
see  the  lights.  The  lights  hang  from 
the  ceiling. 

I  look  doAvn  and  see  the  floor. 
The  floor  is  made  of  wood. 

This  room  is  square.  This  room 
has  four  corners. 

I  go  into  one  corner.  I  stand  in 
one  corner. 

Our  room  is  not  round ;  it  is  square. 

Teaciikk.    This  lesson,  as  well  as  the  following  one,  takes  advan- 
tage of  instinctive  or  impulsive  thought  and  action. 


47 


LESSON  XIII 

I  am  standing  beside  my  desk. 

I  am  not  sitting ;  I  am  standing. 

I  sit  down. 

I  am  sitting  at  my  desk.  I  am  not  standing; 
I  am  sitting. 

I  place  my  hands  on  the  desk.    I  sit  still. 

I  look  ahead.  I  see  a  young  man  standing  be- 
side the  table.  He  is  standing;  he  is  not  sitting. 
He  is  standing  still. 

I  am  sitting  still. 

I  move  my  right  hand.    I  move  my  feet. 

The  vouno;  man  is  trving  to  move  the  table.    I 

«y  O  tj  CD 

will  go  to  help  him. 

We  move  the  table.    The  table  is  heavy. 

We  stand  by  the  table.  We  move  away  from 
the  table.    We  return  to  our  desks. 

Can  you  move  your  desk  ? 

Teacher.  Attempt  to  move  the  table  and  look  around  as  if  for 
help.  Then  it  will  not  be  difficult  to  get  the  "  young  man  "  to  make 
the  same  attempt,  nor  for  the  reader  to  comprehend  that  he  is  ex- 
pected to  help.  Act  the  entire  lesson  before  you  try  to  get  any  of 
your  class  to  act  it. 


48 


LESSON  XIV 

I  hear  a  knocking  on  the  door.  I  get  up  to 
open  the  door.  A  gentleman  comes  in.  He  says, 
''Good  evening."     I  say,  ''How  do  yon  do,  sir?" 

He  sits  in  a  chair  lacing  the  class.  I  go  back 
to  my  desk.     I  look  at  the  man.     He  looks  at  me. 

I  smile.  He  smiles.  When  I  smile  I  show  my 
teeth.  When  he  smiles  he  shows  his  teeth.  I 
langh.     He  langhs.     We  langh. 

He  is  holding  a  sheet  of  paper  in  his  hands. 
It  has  a  hole  in  it.  The  teacher  gives  him  another 
sheet.  He  takes  a  pencil  out  of  his  coat-pocket. 
He  makes  a  few  pencil  marks  on  this  paper 
while  he   talks  to   us. 

He  tears  the  paper  in  two.  He  twists  each 
half-sheet  and  throws  it  into  the  waste  basket. 

He  gets  up  to  go.  At  the  door  he  turns  and 
smiles.    He  says,  "  Good  by,"  and  goes  out. 

Who  was  that  man?    Do  you  know  his  name? 


Teacher.    See  if  you  cannot  get  your  principal  to  be  the  "  gentle- 
man "  of  this  lesson. 


49 


LESSON  XV 

Listen !    Do  you  hear  the  clock  tick  ? 

The  clock  hangs  on  the  wall.  Do  you  carry  a 
clock  in  your  pocket  ? 

No,  I  carry  a  watch  in  my  pocket.  A  clock  is 
large ;  a  watch  is  small. 

The  clock  has  a  face,  or  dial,  and  two  hands. 
The  short  hand  is  the  hour  hand ;  the  long  hand 
is  *  the  minute  hand.  While  the  long  liand  is 
traveling  around  the  face  of  the  clock,  the  hour 
hand  travels  only  from  one  hour  to  the  next. 

Sixty  seconds  make  a  minute. 

Sixty  minutes  make  one  hour. 

Twenty-four  hours  make  a  day. 

Seven  davs  make  a  week. 

Four  weeks  make  a  month. 

Twelve  months  make  a  vear. 

Three  hundred  and  sixty-five  days  make  a  year. 
Leap  year  has  three  hundred  and  sixty-six  days. 

What  time  is  it  now? 

What  day  of  the  week  is  to-day? 

What  day  of  the  month  is  to-day? 


50 

What  was  yesterday? 
What  will  to-moiTow  be? 
Yesterday  is  gone — jxist. 
To-day  is  here  now — present. 
To-morrow  is  coming — future. 


Past,  "  was  " 

Present,  ''  is  " 

Future,  "  will  be  ' 

I  saw 

see 

will  see 

I  heard 

lear 

will  hear 

I  smelted 

smell 

will  smell 

I  tasted 

taste 

will  taste 

I  touched 

touch 

will  touch 

I  looked 

look 

will  look 

I  listened 

listen 

will  listen 

I  sat 

sit 

will  sit 

I  stood 

stanc. 

will  stand 

Teacher.  Arrange  the  table  of  tenses  on  the  blackboard,  begin- 
ning with  the  present.  That  is,  put  down  Present,  and  under  it  the 
terms  as  given  above.  When  this  column  is  completed,  put  down  Past 
to  the  left,  and  then,  to  the  right,  Future,  so  that  the  order  will  appear 
as  in  the  book.  Point  with  your  left  hand  back  of  you,  saying,  "  Past." 
Point  positively  and  directly  downward,  saying,  "  Present  —  now." 
Point  with  your  right  hand  ahead,  saying,  "  Future."  Do  not  expect 
too  much  of  your  class  from  this  suggestion  of  tenses,  and  let  it  be 
only  a  suggestion.    No  more  is  necessary  or  advisable  at  this  time. 


51 


LESSON  XVI 


A  week  is  made  up  of  seven  days. 
A  week  consists  of  seven  davs. 
Sunday  is  the  first  day  of  the  week. 
Monday  is  the  second  day  of  the  week. 
Tuesday  is  the  third  day  of  the  week. 
Wednesdav  is  the  fourtli  dav  of  the  week. 
Thursday  is  the  fifth  day  of  the  week. 
Friday  is  the  sixth  day  of  the  week. 
.Saturday  is  the  seventh  day  of  the  week. 
A  year  is  made  up  of  twelve  months. 
A  vear  consists  of  twelve  months. 
January  is  the  first  month  of  the  year. 
February  is  the  second  month  of  the  year. 
March  is  the  third  month  of  the  year. 
April  is  the  fourth  month  of  the  year. 
May  is  the  fifth  month  of  the  year. 
June  is  the  sixth  month  of  the  year. 
Julv  is  the  seventh  month  of  the  vear. 
August  is  the  eighth  month  of  the  year. 
September  is  the  ninth  month  of  the  year. 
October  is  the  tenth  month  of  the  year. 


52 

November  is  the  eleventh  month  of  the  year. 
December  is   the   twelfth   month  of   the   year. 
Seven  months  have  thirty-one  days  each. 
Four  months  consist  of  thirty  days  each. 
One  month  has  only  twenty-eight  days.    AVhich 
month  is  that? 

Thirty  days  has  September, 

April,  June,  and  November; 

All  the  rest  have  thirty-one, 

Saving  February  alone. 

Which  has  twenty-eight  in  fine 

Till  leap  year  gives  it  twenty-nine. 

Tkacher.  It  might  be  advisable  to  let  your  class  know  that  some 
Americans  say  "  laschear "  when  they  mean  "  last  year."  But  be 
sure  to  let  them  have  the  pure  pronunciation  from  you  —  always. 


53 


LESSON  XVII 

Who  are  you? 

I  am 

What  is  your  name  ? 

My  name  is 

Where  do  you  live? 

I  live  at 

What  is  the  number  of  your  house? 

My  house  number  is 

What  is  your  address? 

My  address  is 

How  are  you? 

I  am  well,  thank  you. 

What  is  your  nationality? 

My  nationality  is 

How  long  have  you  been  in  America? 

I  have  been  in  America months. 

When  do  you  go  to  school? 
I  go  to  school  evenings. 
Why  do  you  go  to  school? 
I   go   to    school   because    I    want   to   learn   to 
talk  and  read  and  write  English. 


54 


This  evening  I  shall  learn  to  count. 


/ 

1 

one 

n 

17 

seventeen 

2 

2 

two 

/^ 

18 

eighteen 

3 

3 

three 

/q 

19 

nineteen 

^ 

4 

four 

20 

20 

twenty 

S 

5 

five 

2J 

21 

twenty-one 

6 

6 

six 

22 

22 

twenty-two 

1 

7 

seven 

23 

23 

twenty-three 

^ 

8 

eight 

2U- 

24 

twenty-four 

^ 

9 

nine 

26 

25 

twenty-five 

JO 

10 

ten 

2b 

26 

twenty-six 

/  / 

11 

eleven 

^1 

27 

twenty-seven 

.12 

12 

twelve 

2^ 

28 

twenty-eight 

J3 

13 

thirteen 

2(J 

29 

twenty-nine 

/^ 

14 

fourteen 

30 

30 

thirty 

JS 

15 

fifteen 

U-0 

40 

forty 

Jb 

16 

sixteen 

so 

50 

fifty 

55 

ho    ^^     sixty  S'O    80     eighty 

^0    70     seventy  (]0    90     ninety 

JOO  100  hundred 

200  200  two  hundred 

J  000  1000  one  thousand     . 

3000  3000  three  thousand 

/ 0,000         10,000  ten  thousand 

/  00,000        100,000  one  hundred  thousand 

/,  000,  000     1,000,000  one  million 

Teacher.  "VVatch  carefully  for  and  discourage  unnecessary- 
curves  and  flourishes,  which  seem  almost  characteristic  of  foreigners. 
Do  not  permit  the  crossing  of  the  seven. 


56 
A  STORY 

THE  MILKMAID  AND  HER  CHICKENS 


A  young  lady  was  carrying  a  pail  of  milk  on 
her  licad  one  day.  She  was  going  to  sell  it,  and 
she  said  to  herself: 

"  I  shall  get  enough  money  for  this  milk  to  buy 
a  lien  and  some  eggs.  The  hen  will  hatch  the 
eggs,  and  then  I  shall  have  money  enough  to  buy 
a  new  dress.  In  this  dress  I  w^ill  go  to  the 
dance,  and  all  the  young  men  will  want  to  dance 
with  me,  but  I  will  toss  my  head  and  say,  '  No, 
thank  you.'  " 

As  she  said  this,  slie  tossed  her  head  just  a 
little,  and  down  went  the  pail,  and  the  milk  was 
spilled  on  the  ground. 


57 

She  stood  there  and  cried ;  Init  it  does  no  good 
to  cry  over  spilled  milk. 

Don't  count  your  chickens  before  they  are 
hatched. 

Teacher.  This  evening  have  your  exercise  in  phonics  and 
spelling,  then  the  reading  of  the  above  story.  Omit  the  copying  from 
the  blackboard  and  hold  a  review.  Do  not  let  the  class  open  their 
books,  but  open  yours,  and,  beginning  with  the  first  lesson,  con- 
duct an  oral  examination.  Try  to  get  some  pupil  to  stand  and,  un- 
aided, touch  and  name  every  part  of  the  body  as  given  in  the  first 
lesson!  For  the  review  of  the  second  lesson  introduce  such  expres- 
sions as  "  Show  me  your  head,"  "  Point  to  his  head,"  etc.  Reviews 
should  be  entirely  oral. 


58 


LESSON  XVIII 


My  book  is  on  my  desk. 

I  take  the  book  in  my  hands. 

I  open  the  book.  I  flutter  the  leaves  of  my 
book.  The  leaves  are  not  stiff.  The  leaves  are 
flexible. 

I  can  bend  the  leaves  because  they  are  flexible. 
I  cannot  bend  the  covers  of  my  book  very  much. 
If  I  bend  the  covers  too  much,  they  will  not 
bend ;    they   will  break. 

Most  books  have  stiff  covers;  my  book  has 
semiflexible  covers.  Stiff'  covers  cannot  bend 
at   all. 

Each  leaf  has  two  pages.  I  turn  to  page  5. 
I  turn  to  page  16.     I  turn  to  page  31. 

I  close  the  book. 

I  put  the  book  on  the  desk. 

I  hold  the  book  in  the  desk. 

I  hold  the  book  over  the  desk. 

I  hold  the  book  under  the  desk. 

I  drop  the  book  on  the  desk. 

I  pick  the  book  up  from  the  desk. 


59 


I  give  my  book  to  my  neighbor.  My  neighbor 
gives  his  book  to  me.  We  exchange  books ;  we 
trade  books. 

We  trade  back.  Xow  I  have  my  book  again, 
and  he  has  his  book  again. 

A  tree   has  leaves.     The  leaves  of   a 
tree  grow  on  its  branches. 

The  leaves  of  a  book  are  bound  be- 
tween its  covers. 

There  are  some  pictures  in  this  book.  I  look 
at  the  pictures.     I  like  to  look  at  the  pictures. 

I  read  this  evening's  lesson.     I  like  to  read. 


Teacher.  Action,  of  course,  is  essential ;  but  now  try  to  change 
the  order  a  little.  When  a  pupil  reads  "  I  close  the  book,"  do  not 
close  the  book  by  way  of  illustration,  but  if  he  seems  at  all  in  need 
of  help,  suggest  that  he  close  the  book.  That  is,  suggest  orally 
and  not  by  action. 


60 


LESSON  XIX 


I  rub  my  hands  over  my  desk.  The  sm-face  of 
my  desk  is  smooth.  The  surface  of  the  floor  is 
rough ;  it  is  not  too  rough  to  walk  on,  but  it 
woukl  be  too  rough  to  write  on. 

My  pen  is  on  my  desk.    His  pen  is  on  his  desk. 

I  take  my  pen  in  my  hand.  He  takes  his  pen 
in  his  hand.  I  dij)  my  i^en  in  the  ink.  He  dips 
his  ])en  in  the  ink. 

I  write  with  my  pen  on  my  paper.  He  writes 
with  his  pen  on  liis  paper. 

We  copy  the  lesson  from  the  blackboard. 

My  pen  consists  of  pen-point  and  pen-holder. 
The  holder  is  made  of  wood.  The  point  is  made 
of  steel. 

I  write  with  the  point. 

I  use  a  blotter  to  take  the  wet  ink  off  the  paper. 

One  young  man  has  an  ink  spot  on  his  paper. 

Another  pupil  has  an  ink  stain  on  his  finger. 

Teacher.  Make  this  an  occasion,  for  paying  special  attention  to 
peniiianship. 


61 


LESSON  XX 


My  pencil  rests  in  a  little  groove.  I  take  it  out 
of  the  groove  and  let  it  roll  down  my  desk. 

My  desk  slants  a  little,  and  this  makes  the 
pencil  roll  down  very  easily. 

I  put  it  back  into  the  groove.  The  groove  pre- 
vents it  from  rolling. 

The  young  man  who  sits  next  to  me  has  a 
pencil.  He  takes  his  knife  out  of  his  pocket.  He 
opens  his  knife.  He  holds  his  pencil  in  his  left 
hand,  and  his  knife  in  his  right  hand. 

He  sharpens  his  pencil  with  his  knife.  He 
puts  a  good  point  on  his  pencil. 

The  knife  blades  are  made  of  steel. 

I  borrow  his  knife  to  sharpen  my  pencil.  He 
lends  me  his  knife. 

My  pencil  is  made  of  lead  and  wood.  That  is 
why  it  is  called  a  lead-pencil. 

My  pencil  has  an  eraser :  it  is  made  of  rubber. 

This  knife  does  not  belong  to  me ;  it  is  not 
mine.  It  belongs  to  my  neighbor.  He  lent  it  to 
me  ;  I  borrowed  it.    Now  I  return  it. 


62 


A  STORY 


The  ants  worked  hard  all  one  summer,  getting 
their  food  together  for  the  winter. 

A  grasshopper  watched  them  at  work.  He 
hopped  from  place  to  place  all  summer,  picking 
up  his  food.  He  did  not  put  anything  away  for 
the  winter.  He  did  not  like  to  work.  He  liked 
to  sing. 

When  winter  came,  the  ants  had  plenty  of  food, 
and  the  grasshopper  had  nothing  to  eat.  He  was 
very  hungry.    He  went  to  the  ants  and  said : 

"  How  do  you  do,  neighbors  ?  Is  n't  this  a 
lovely  day?  " 

''  Good  morning,"  answered  the  ants.  ''  Do  you 
want  something?" 

The  grasshopper  smiled  his  best  and  said: 

"Please  lend  me  some  of  your  grain." 


63 

The  ants  said,  ^^ Where  is  your  grain?" 

"  I  have  n't  any,"  ansAvered  the  hungry  grass- 
hopper. 

'^Well,  what  did  you  do  all  summer?"  asked 
the  ants. 

^'  I  sang,"  said  the  grasshopper. 

'^Well,  then,"  said  the  ants,  ''now  you  can 
dance.  But  we  ants  never  borrow ;  we  ants 
never  lend." 

6A4yn/ey6y. 

Teachek.  Begin  with  the  lesson  at  which  you  left  off  your  last 
review,  and  continue  your  emphatic  oral  examination. 


64 


LESSON  XXI 


Here  on  my  desk  I  have  a  book  and  a  sheet 
of  paper.     I  cover  the  book  with  the  paper. 

My  body  is  covered  with  skin.  My  skin  is 
white.  I  can  see  the  veins  of  my  hand  through 
the  skin.     The  veins  are  blue. 

Tliere  are  three  races  of  people  in  this  world, 
of  three  different  colors : 


White  or  Caucasian 


Black  or  Negro 


Yellow  or  Mongolian 


Tliis  difference  of  color  is  in  the  skin.  My 
skin  covers  my  entire  body. 

God  does  not  look  at  mv  skin,  but  at  mv  heart. 

Character  comes  from  the  heart,  not  from  the 
skin. 


65 

What  race  do  yon  belong  to? 

Do  YOU  know  any  negroes  ? 

Can  you  name  a  Mongolian  nation? 

All  white  people  are  not  of  the  same  com- 
plexion. Some  white  people  are  light,  or  blonde, 
and  some  are  dark,  or  brunette. 

Of  what  complexion  are  you? 

In  this  country  complexion  and  color  do  not 
count ;  all  men  are  equal.  Any  man  who  has 
been  born  in  America,  or  who  becomes  natural- 
ized, is  a  free  citizen. 

Teacher.    Prepare  a  list  of  all  the  white,  or  Caucasian,  nations. 


66 


LESSON  XXII 

I  squeeze  my  left  liand  with  my  right  hand. 

I  can  feel  the  bones  in  my  hand;  I  can  feel 
the  bones  in  my  arm. 

I  can  reach  back  of  me  and  feel  my  spine. 
My  spine  extends  from  my  head  down  to  the 
base  of  the  trunk. 

My  body  is  built  like  a  tree  —  trunk  and 
branches,  or  limbs.  My  trunk,  or  body,  has 
four  limbs  —  two  arms  and  two  legs. 

When  I  put  my  hand  over  my  ribs  on  the 
left  side,  I  can  feel  the  beating  of  my  heart. 
When  I  hold  my  fingers  on  my  wrist,  I  can 
count  the  pulse-beats. 

My  head  is  on  top  of  my  body.  My  brain 
is  in  my  head.     I  think  with  my  brain. 

The  bone  of  my  head  is  my  skull.  I  can 
run  my  fingers  under  my  hair  and  feel  my 
skull.  The  skin  which  covers  my  skull,  and  in 
which  my  hair  grows,  is  my  scalp. 

My  nose  and  mouth  are  features  of  my  face. 

Name  all  the  features  of  your  face. 


67 


LESSON  XXIII 


Man  is  a  human  being. 

Men,  Avomen,  and  children  are  human  beings. 


Horses 


cows 


dogs 


pigs 


sheep     i/f-'A(~1;¥      are  animals,  or  beasts. 

A  dog  is  not  a  human  being.     A  dog  is  an 
animal,  or  beast. 

A  boy  is  not  an  animal.     A  boy  is  a  human 


being. 


Lions 


'^ 


f^: 


Yjlm 


w 


y 


tigers     v;^  ^^k.\ 


monkeys  are  wild  animals. 

You  can  hitch  a  horse  to  a  wagon, 
and  he  will  pull  it  for  you  and  do  what  you  say. 
You  cannot  get  a  lion  to  Avork  for  you. 

A    chicken     T^ '^    is    not    a    human    being; 
neither   is    it     %^    a  beast;    it  is  a  fowl. 


68 


Birds  -^^^  are  fowls.  FoavIs  have  wings; 
they  fly  with  tlieir  Avings.  Ducks  and  geese 
and  turkeys  are  fowls. 

All  human  beings  and  animals,  Avhether  beasts 
or  fowls,  have  tAvo  sexes : 


Male 

Man 
Boy 

Horse 

Ox 

Pig 

Lion 

TiG:er 

Rooster 

Gander 

Drake 


and 


Female 

Woman 
Girl 
Mare 
Cow 

SOAV 

Lioness 

Tigress 

Hen 

Goose 
Duck 


Beasts  are  coA^ered  with  fin*,  or  hair,  or  avooI. 
FoAvls  are  covered  with  feathers. 
What  animal  is  covered  with  avooI  ? 


69 


A  STORY 


THE  DOG  I^^  THE  MANGER 


A  tired  ox  went  to  his  stall  one  night.  A  stall 
is  the  place  where  the  ox  stands  to  eat  his  hay. 
He  does  not  eat  from  a  table,  as  human  beings  do. 
He  eats  his  hay  from  the  manger.  This  ox  found 
a  dog  in  his  manger.  But  the  ox  was  hungry,  so 
he  asked  the  dog  to  get  out.  The  dog  Avould  not 
get  out.  He  snapped  and  groAvled,  and  would  not 
let  the  liungry  ox  get  any  hay. 

The  ox  asked  the  dog,  ''  Are  you  going  to  eat 
the  hay?" 

''  No,"  snapped  the  dog,  '^  and  neither  will  you ; 
I  won't  let  you." 


70 

So  the  dog  stayed  there  and  growled  all  night ; 
the  ox  was  hungry  all  night;  and  the  hay  did 
neither  of  them  any  good. 

Perhaps  there  was  a  juicy  bone  waiting  for 
that  dog  at  the  kitchen  door.  While  he  kept  the 
ox  from  his  supper,  he  was  keeping  himself  from 
his  own  supper. 

You  can  never  hurt  another  without  hurting 
yourself. 

Don't  you  be  a  dog  in  the  manger. 

Teacher.  Continue  your  review.  If  you  have  time,  get  a  pupil 
to  tell  a  story  illustrative  of  malice  or  spiteful  envy. 


71 

LESSON  XXIV 
RELATIVES 

My  father  and  mother  are  my  parents.  I  am 
the  son  of  my  parents.  My  parents  have  other 
sons  and  daughters.  These  other  sons  and 
daughters   are   my   brothers   and    sisters. 

My  father's  sister  is  my  aunt.  My  mother's 
sister  is  my  aunt.  The  brother  of  either  of  my 
parents  is  my  uncle. 

The  parents  of  my  parents  are  my  grandparents. 
So  I  have  two  grandfathers  and  two  grandmothers. 
The  parents  of  my  grandparents  are  my  great- 
grandparents. 

The  son  or  daughter  of  my  uncle  is  my  first 
cousin.  The  son  or  daughter  of  my  aunt  is  my 
first  cousin. 

My  brother's  son  is  my  nephew.  My  sister's 
son  is  my  nephew.  The  daughter  of  my  brother 
or  sister  is  mv  niece. 

My  sister's  husband  is  my  brother-in-law.  I  am 
his  brother-in-law.  My  brother's  wife  is  my  sister- 
in-law.     I  am  her  brother-in-law. 


72 

My  wife's  father  is  my  fatlier-in-law.  My  wife's 
mother  is  my  mother-in-law. 

I  am  the  son  of  my  parents,  the  grandson  of 
my  grandparents,  the  great-grandson  of  my  great- 
grandparents. 

My  sister  is  the  daughter  of  my  parents,  the 
granddaughter  of  my  grandparents,  the  great- 
granddaughter   of   my   great-grandparents. 

I  am  the  chikl  of  my  parents.  My  sister  is 
the  chikl  of  my  parents. 

My  brothers  and  sisters  and  I  are  the  children 
of  our  parents,  the  grandchildren  of  our  grand- 
parents, the  great-grandchildren  of  our  great- 
grandparents. 


73 


LESSON  XXV 


We  live  in  a  house.    Our  house  is  our  home. 

Our  house  has  six  rooms  and  a  porch.  Our 
house  is  two  stories  high.  There  are  three  rooms 
on  the  first  floor,  and  three  rooms  on  the  second 
floor.  Our  house  is  covered  on  top  with  a  roof. 
Our  house  has  a  cellar  under  the  first  floor. 

Downstairs  on  the  first  floor  are  the  kitchen, 
dining  room,  and  sitting  room.  Upstairs  on  the 
second  floor  are   the  bedrooms. 

My  father  and  mother  sleep  in  one  bedroom, 
my  sister  sleeps  in  another  bedroom ;  and  my 
brother  and  I  sleep  in  the  third  bedroom. 

The  kitchen  is  the  room  where  mother  cooks 
the  meals. 

We  eat  in  the  dining  room.  We  sit  and  talk  or 
read  in  the  sitting  room.  In  the  summer  we  sit 
on  the  porch. 


74 

Our  house  is  furnished  with  furniture. 

We  have  carpets  on  tlie  floors. 

We  have  beds  and  chairs  and  dressers  in  the 
bedrooms. 

We  have  a  kitchen  table  and  chairs  in  the 
kitchen. 

We  have  a  dining  table  and  chairs  in  the  din- 
ing room. 

We  have  a  couch  and  a  table  and  rocking- 
chairs  and  armchairs  in  the  sitting  room. 

We  have  a  stove  in  the  sitting  room  in  the 
winter.     We  have  a  cookstove  in  the  kitchen. 

We  have  curtains  at  the  windows. 

We  have  a  swing  on  the  porch. 

Teacher.  Pictures,  which  may  be  clipped  from  furniture-store 
advertisements,  should  be  used  as  helps  in  this  lesson. 


75 


A  STORY 


THE  HOUSE  THAT  JACK  BUILT 

This  is  the  house  that  Jack 
built. 

This  is  the  cheese  that  lay 
in  the  house  that  Jack  built. 

This  is  the  rat  that  ate  the 
cheese  that  lay  in  the  house 
that  Jack  built. 

This  is  the  cat  that  killed  the 
rat  that  ate  the  cheese  that  lay 
in  the  house  that  Jack  built. 

This  is  the  dog  that  worried 
the  cat  that  killed  the  rat  that 
ate  the  cheese  that  lay  in  the 
house  that  Jack  built. 

This  is  the  cow  with  the  crum- 
pled horn  that  tossed  the  dog 
that  worried  the  cat  that  killed 
the  rat  that  ate  the  cheese  that 
lay  in  the  house  that  Jack  built. 


'*i^'fi^^'t.  ^  "-""t^i 


76 


This  is  the  young  lady,  all  for- 
lorn, that  milked  the  cow  with  the 
crumpled  horn  that  tossed  the  dog 
that  worried  the  cat  that  killed 
the  rat  that  ate  the  cheese  that 
lay  in  the  house  that  Jack  built. 

This  is  the  man,  all  tattered 
and  torn,  that  kissed  the  young 
lady,  all  forlorn,  that  milked  the 
cow  with  the  crumi)led  horn  that 
tossed  the  dog  that  worried  the 
cat  that  killed  the  rat  that  ate  the 
cheese  that  lay  in  the  house  that 
Jack  built. 

This  is  the  minister,  shaven 
and  shorn,  that  married  the  man, 
all  tattered  and  torn,  that  kissed 
the  young  lady,  all  forlorn,  that 
milked  the  cow  with  the  crumpled 
horn  that  tossed  the  dog  that  wor- 
ried the  cat  that  killed  the  rat 
that  ate  the  cheese  that  lay  in  the 
house  that  Jack  built. 


77 

The  wedding  took  place  in  the  church.  Jack 
was  the  bridegroom ;  the  young  lady  that  he  mar- 
ried was  the  bride. 

The  bride  and  the  bridegroom  stood  up  before 
the  minister.    The  guests  sat  in  the  pews. 

After  the  wedding  the  man  and  his  wife  went 
.to  live  in  the  house  that  Jack  built. 


78 


LESSON  XXVI 

We  work  during  the  day.   We  sleep 
at  night.    In  the  morning  we  awake    m 
and  get  up  from  bed. 

We  wash ;  to  wash  we  use  water  and 
soap.    We  wipe  our  face  and  hands  with  a  towel. 

We  dress.  AYe  brush  our  hair,  and  clean  our 
finger-nails.  We  brush  our  teeth  with  a  tooth- 
brush. 

Then  we  feel  hungry. 

We  go  down  to  breakfast.  We  eat  breakfast. 
Breakfast  is  our  first  meal  of  the  day. 

We  go  to  work.  We  work  until  twelve  o'clock. 
Then  we  are  hungry  again.  We  eat  lunch,  or 
dinner,  at  noon.  Twelve  o'clock  in  the  day  is 
noon.  Twelve  o'clock  at  night  is  midnight.  In 
the  evening  when  we  go  home  we  have  supper. 

After  supper  we  go  to  evening  school.  After 
school  \vc  go  back  home.  We  go  to  bed.  We 
lie  in  the  bed.  We  do  not  stand  in  the  bed. 
We  do  not  sit  in  the  bed.  We  lie  in  tlie  bed. 
We  go  to  sleep.     Some  people  snore.     We  need 


79 

sleep  as  miicli  as  we  need  food.  If  we  do  not 
sleep  enough,  we  cannot  work  well. 

We  also  need  to  keep  clean.  We  need  to  wash 
not  only  our  face  and  hands  but  our  whole  body. 
When  we  take  a  bath,  we  wash  our  bodies  with 
water  and  soap,  and  we  wipe  ourselves  dry  with 
towels.  We  put  on  clean  clothing.  AVe  send  the 
dirty  clothes  to  the  laundry. 

We  work  six  days  a  week.  AVhen  we  have 
worked  six  davs  we  are  tired.  Then  we  rest  one 
day.  We  do  not  Avork.  We  eat.  We  sit  and 
read.      We  wear  our  best  clothes.      We  go  out. 

Teacher.     Illustrate  by  action  or  intimation  all  in  this  lesson 
which  lends  itself  to  such  demonstration. 


80 


LESSON  XXVII 


FOOD 

We  eat  three  meals  a  day.  We  have  to  eat  to 
live.  We  eat  meat  and  vegetables  and  fruit;  we 
also  eat  butter  and  eggs.     AVe  drink  milk. 

We  eat  bread.    Bread  is  made  of  wheat  or  rye. 
Wheat    is    a    vegetable;    so    is    rye.      We    drink 
coffee  and  tea.     We  also  drink 
cocoa  and  chocolate. 

We  get  meat  from  tlie  cow 
and  the  sheep.  We  get  beef 
from  the  cow.  We  get  mutton 
from  the  sheep.  Tlie  meat  of  a 
young  calf  is  called  veal.  Young 
sheep,  that  is,  baby  sheep,  is 
lamb.  The  meat  of  a  pig  is 
called   pork. 

Potatoes  are  a  vegetable. 

Cabbage  is  a  vegetable. 

Beans  are  a  vegetable. 

There  are  many  vegetables  good  for  food. 

We  eat  butter.    Butter  is  not  a  vegetable. 


81 


Butter    is   made  from   milk.     Cheese   is  m. 
from  milk.     Milk  is  not  a  vegetable. 

The  cow  gives  iis  milk. 

Apples  and  oranges  and 
pears  and    grapes    are  fruit. 

We  get  eggs  from  the  hen. 

Chickens  are  good  to  eat. 

So  are  ducks  and  geese 
and    turkeys. 

We  also  eat  fish.  Some 
people    like    oysters. 

I  like  potatoes  better  than 
any  other  vegetable.  Pota- 
toes are  my  favorite  vege- 
table. 

I  like  apples  better  than 
any  other  fruit.      Apples  are  my  favorite  fruit. 

I  like  lamb  more  than  any  other  meat. 
Lamb  is  my  favorite  meat. 

TVTiat  is  your  favorite  food? 

Teacher.  Get  hold  of  some  agricultural  magazine  illustrations, 
also  fruit  and  vegetable  catalogues.  Plenty  of  pictures  at  any  time 
will  be  helpful. 


82 


A  STORY 


THE  FOX  AND  THE  GRAPES 


.7,     A  hungry 
fox    saw 
some   grapes 
hanging  from  a  high  grape- 
vine  one   day.      She  tried  to   reach 
them.      She  could   not  reach  them. 
She  could  not  climb  to  them.     She 
could   not   shake   them   down.      She 
jumped   as  high  as   she  could,   but 
she  could   not  jump  high  enough 
to  reach  them. 

Then    she   was   very   tired,   and 

went  away  and  said,  "  Oh,  well,  the 

grapes  are  sour  anyway,  and  not 

as  ripe  as  I  thought  at  first." 

Is  sugar  sour? 
Is  a  lemon  sweet? 
Name  something  bitter. 


^  J  % 


83 
LESSON  XXVIII 


The  earth  is  round.  It  is  not  square ;  it  is 
round. 

The  sun  gives  the  earth  light  by  day.  The 
moon,  gives  us  light  by  night.  The  stars,  also, 
shine  by  night.  In  the  daytime  we  can  see  the 
sun,  unless  the  clouds  are  in  the  way.  If  the 
clouds  are  thick,  we  cannot  see  the  sun. 

We  see  the  moon  and  stars  at  night. 

In  the  daytime  it  is  light.  At  night  it  is 
dark.  When  there  are  no  clouds  in  the  day- 
time, it  is  very  light.     Then  we  have  sunshine. 

When  the  moon  and  stars  do  not  shine  at 
night,  it  is  very  dark.  When  there  is  moonlight, 
we  can  see  where  to  go. 

Sunlight  and  moonlight  are  the  two  lights 
which  God  made  to  light  the  earth.  We  can- 
not see  to  work  by  moonlight.  We  cannot  see  to 
read  by  moonlight.     So  we  have  artificial  light. 


84 


Lamp  light  is  one  artificial  light. 


Gas  light  is  another  artificial  light. 


Electric  liaht  is  still  another  artificial 


light. 


Years  ago  people  used  candles. 


Electric  light  is  the  best  artificial  light. 
Candle  light  and  lamp  light  are  good. 
Gas  light  is  better. 


Electric  light  is  best. 


85 


LESSON  XXIX 

North 


West 


East 


Europe,  Asia,  Africa,  and  Australia  are  on  one 
side  of  the  earth.  North  America  and  South 
America  are  on  the  other  side. 

Europe,  Asia,  Africa,  and  Australia  are  the 
eastern  continents.  North  and  South  America 
are  the  western  continents.  Continents  are  land. 
Water  separates  the  eastern  and  western  conti- 
nents.    This  water  is  called  oceans. 

The  earth  is  made  up  of  land  and  water. 
There  is  three  times  as  much  water  as  land. 

To  get  from  Europe  to  America  we  cross  the 
Atlantic  Ocean.  To  get  from  Asia  to  America 
we  cross  the  Pacific  Ocean. 

The  United  States  of  America  is  in  North 
America.     This    country    consists    of    forty-eight 


86 

states.  Each  state  lias  a  governor,  but  all  the  states 
are  under  one  president,  and  therefore  they  are 
called  the  ''  United  States."  ^'  Unit "  means  ''  one." 
^^  United  "  means  ''  made  into  one." 

We  have  no  king  here.  This  country  is  not 
a  kingdom.  This  country  is  a  republic ;  it  is  a 
free  country. 

If  a  foreigner  wants  to  become  an  American, 
he  may  go  to  the  office  of  the  clerk  of  any 
United  States  or  state  court  of  record  to  get 
his  first  papers.  These  first  papers  are  his  Dec- 
laration of  Intention.  After  he  has  been  in 
America  five  years  he  must  go  again  to  the 
clerk  of  some  court  of  record  to  get  his  second 
papers.  These  second  papers  are  his  Certifi- 
cate of  Naturalization.  Then  he  is  a  naturalized 
American  citizen. 

Teacher.    A  large  map  of  the  hemispheres  before  the  class 
would  be  a  great  help ;  a  globe  might  prove  even  better. 


The  Flag  of  thk  United  States  of  America 


87 


LESSON  XXX 

The  American  flag  is  made  up  of  three  colors  ^- 
red,  white,  and  bhie. 

There  are  thirteen  stripes  in  the  American  flag, 
because  originally  there  were  thirteen  states  in 
this  country. 

There  are  forty-eight  stars  in  our  flag,  because 
we  now  have  forty-eight  states. 

The  stars  are  white ;  the  background  is  blue. 
The  stripes  are  red  and  white. 

Look  and  see  who  in  this  room  has  blue  eyes. 
Look  and  see  who  has  brown  eyes. 

Oranges  are  yellow ;  so  are  lemons.  But  they 
are  different  shades  of  yellow.  Cucumbers  are 
green.  We  make  pickles  of  cucumbers.  Water- 
melon is  red  inside  and  green  outside. 


1   -  --^^^t^miT 


Sometimes,  in  the  summer  time,  when  the  rain 
is  falling  and  the  sun  is  shining,  both  at  the  same 


88 

time,  we  see  the  rainbow  in  the  sky.  The  rain- 
bow has  many  colors ;  some  men  say  it  has  all 
the  colors.     It  is  very  pretty. 

What  is  the  color  of  this  school  building? 

Is  this  building  painted? 

A  man  who  paints  a  house  with  paint  is 
called  a  painter.  A  man  or  Avoman  who  paints 
a  picture  with  paints  is  called  an  artist. 

What  are  the  colors  of  the  flag  of  your  country? 

See  how  many  colors  you  can  find  and  name 
in  this  room. 

Teacher.  Be  sure  to  have  your  plant  and  vegetable  catalogues 
on  hand  for  this  lesson,  and  try  to  have  a  sample  book  of  paints  to 
show  your  class. 


89 


LESSON  XXXI 

In  this  country  we  have  only  five   days  that 
are  holidays  in  all  the  states. 

The  first  of   these   is  Washington's   Birthday, 
on  February  22. 

The    second   comes   on    July   4   and  is   called 
the  Fourth  of  July,   or  Independence  Day. 

The  third  is  Labor  Day,   which  comes  on  the 
first  Monday  of  September. 

The  fourth  is  Thanksgiving  Day  and  comes  on 
the  last  Thursday  of  November. 

The  fifth  and  last  is  Christmas,  on  the  twenty- 
fifth  of  December. 

Four  other  days  are  holidays  in  most  of  the 
states. 

The    first    of    these    is    New    Year's    Dav,    on 
January  1. 

The  second  is   Memorial,   or  Decoration,   Day, 
on  the  thirtieth  of  May. 

The  third  is  Columbus  Day,  on  October  12. 

The  fourth  is   Election  Day,   which  comes  on 
the  Tuesday  after  the  first  Monday  in  November. 


90 

Christmas  and  Thanksgiving  are  religious  holi- 
days. These  two  days  are  legal  holidays  in  nearly 
all  the  states  of  America.  But  if  a  man  wants 
to  work  on  Christmas  Day  or  Thanksgiving  Day, 
he  may.  America  gives  liberty,  or  freedom,  to  all 
men  alike. 

In  this  country  no  man  has  to  pay  a  tax  to 
support  any  church.  Every  man  is  free  to  go 
to  the  church  he  likes.  This  is  called  freedom 
of  religion. 

There  are  days  when  school  children  do  not 
have  to  go  to  school.  They  call  such  days  holidays. 
Sometimes  school  children  have  a  half-holiday. 

Do  vou  like  holidavs? 

Teacher.  Preface  this  lesson  with  an  informal  discussion  of  the 
holiday  which  may  be  nearest  the  comprehension  of  the  class  at 
the  time. 


91 


LESSON  XXXII 

The  twenty-second  day  of  February  is  George 
Washington's  Birthday.    When  is  your  birthday? 

Washington  was  born  on  February  22,  1732. 
W^hen  were  you  born? 

George  Washington  died  December  14,  1799. 
How  old  was  he  when  he  died?  How  old  are 
you  now? 

My  father  is  dead,  but  my  mother  is  living. 
Are  your  father  and  mother  living? 

A\Tien  a  man  is  born  into  this  world,  first  he 
is  a  baby,  then  he  is  a  little  boy,  then  a  big 
boy,  then  a  young  man,  and  finally,  an  old  man. 

When  he  is  twenty-one  years  old,  he  is  a  man. 
If  he  marries,  he  becomes  a  husband,  and  the 
woman  that  he  marries  is  his  wife. 

He  and  his  wife  get  a  house  and  furnish  it 
and  make  a  home.  His  wife  stays  at  home,  and 
he  goes  out  to  work. 

The  father  and  mother  and  children  are  a 
family.     The  father  and  mother  are  the  parents. 

The  boy  child  is  a  son. 


92 

The  girl  child  is  a  daughter. 

Boys  and  girls  go  to  school  when  they  are 
young.  They  learn  to  read  and  write.  Then 
they  read  books  on  history  and  geography  and 
physiology  and  many  other  subjects.  They  also 
learn  how  to  use  figures.  Some  boys  and  girls 
go  to  school  long  enough  to  learn  how  to  earn 
a  living  for  themselves. 

We  call  this  education.  A  good  education  is 
a  great  help  in  life. 

A  woman  can  earn  her  own  living  as  well  as 
a  man.  When  she  marries,  she  takes  her  hus- 
band's name. 

A  man  is  called  Mister  (Mr.). 

His  wife  is  called  Mistress  (Mrs.). 

His  daughter  (before  she  marries)  is  called  Miss. 


93 


A  STORY 


ir-S 


THE  OLD  WOMAN  AND  HER  PIG 

An  old  woman  was  sweeping  her  house  with  a 
broom  one  day  when  she  found  a  piece  of  money. 
She  looked  at  it  and  said,  ^^  I  will  go 
to  market  and  buy  a  pig  with  this 
money."  ^ 

So  she  went  to  market  and  bought  a 
\)i^.  Of  course  she  could  not  carry  the 
pig  home  ;  it  was  too  heavy.  She  drove 
it  home.  The  pig  went  all  right  until 
it  came  to  a  fence.  Then  it  stopijed ; 
it  could  not  or  would  not  jump  over 
the  fence,  and  there  was  no  gate. 

The  old  woman  tried  to  make  the 
pig  jump,  but  when  she  could  not, 
she  said  to   a  dog  which   she   saw : 

''  Dog,  Dog,  bite  Pig.  Pig  won't 
jump  over  the  fence,  and  I  shan't 
get  home  to-night." 

But  the  dog  would  not  bite  the  pig.     So  she 
turned  to  a  stick  and  said : 


94 


-''^ 


"  Stick,  Stick,  beat  Dog.  Dog  won't 
bite   Pig,    Pig  won't  jump   over  the     *:5:sz^^:^ 
fence,  and  I  shan't  get  home  to-night." 

But  the  stick  would  not  beat  the  dog,  and 
the  okl  woman  went  to  some  fire  and  said : 

''  Fire,  Fire,  bum  Stick.  Stick 
won't  beat  Dog,  Dog  won't  bite  Pig, 
Pig  won't  jump  over  the  fence,  and 
I  shan't  get  home  to-night." 

But  the  fire  refused   to  burn  the 
stick,  and  the  old  woman  turned  to  a  bucket  of 
water  which  she  saw  and  said : 

"AYatcr,  Water,  quench  Fire.  Fire 
won't  burn  Stick,  Stick  won't  beat 
Dog,  Dog  won't  bite  Pig,  Pig  won't 
jump  over  the  fence,  and  I  shan't 
get  home  to-night." 

But  the  water  refused  to  quench  the  fire. 
Then  the  old  woman  saw  an  ox  in  the  field, 
and  she  called  to  the  ox : 

''  Ox,  Ox,  drink  Water.  Water 
won't  quench  Fire,  Fire  won't  burn 
Stick,    Stick   won't    beat    Dog,    Dog 


95 


won't  bite  Pig,   Pig  won't  jump  over  the  fence, 
and  I  shan't  get  home  to-night." 

The  ox  would  not  listen  to  the  old  woman,  so 
she  went  to  a  butcher-  and  said : 

^^  Butcher,  Butcher,  kill  Ox.  Ox 
won't  drink  Water,  Water  won't 
quench  Fire,  Fire  won't  burn  Stick, 
Stick  won't  beat  Dog,  Dog  won't 
bite  Pig,  Pig  won't  jump  over  the  fence,  and 
I  shan't  get  home  to-night." 

But  the  butcher  refused   to  kill  the  ox,   and 
the  old  woman  said  to  a  rope : 

^^  Kope,  Hope,  hang  Butcher.  Butcher  won't 
kill  Ox,  Ox  won't  drink  Water, 
Water  won't  quench  Fire,  Fire  won't 
burn  Stick,  Stick  won't  beat  Dog, 
Dog  won't  bite  Pig,  Pig  won't  jump 
over  the  fence,  and  I  shan't  get  home  to-night." 

The  rope   would  not  hang  the  butcher.      The 
old  Avoman  found  a  rat  and  said  to  it : 

"  Kat,  Eat,  gnaw  rope.  Rope  won't 
hang  Butcher,  Butcher  won't  kill  Ox, 
Ox  won't  drink  Water,  Water  won't  quench  Fire, 


96 

Fire  won't  burn  Stick,  Stick  won't  beat  Dog,  Dog 
won't  bite  Pig,  Pig  won't  jump  over  the  fence, 
and  I  shan't  get  home  to-night." 

But  the  rat  would  not  -do  what  the  old  woman 
asked,  and  she  said  to  a  cat: 

'^  Cat,  Cat,  kill  rat.    Rat  won't  gnaw       .  . 
Rope,     Rope     won't    hang     Butcher,       ^^^ 
Butcher    won't    kill    Ox,    Ox    won't        S^-^^ 
drink    Water,    Water    Avon't    quench 
Fire,   Fire    won't   burn    Stick,    Stick    won't   beat 
Dog,   Dog  won't  bite  Pig,   Pig  won't  jump  over 
the  fence,   and  1   shan't  get  home  to-night." 

"Well,"    said    the   cat,    "if    you    will   get   me 
some  milk,   I  will  see  what  I  can  do." 

Then    the    old    woman    went    to   a 
cow,   and   said : 

"  Cow,  Cow,  give  me  some  milk. 
Puss  wants  some  milk  before  she 
will  kill  the  rat  which  won't  gnaw  the  rope 
which  won't  hang  the  butcher  who  won't  kill 
the  ox  which  won't  drink  the  water  which  won't 
quench  the  fire  which  won't  burn  the  stick  which 
won't   beat   the    dog  which   won't   bite    the    pig 


97 

which  won't  jump  over  the  fence  so  that  I  may 
get  home  to-night." 

The  cow  gave  the  okl  woman  some  milk,  and 
the  okl  woman  gave  it  to  puss,  who  drank  it. 

Then  the  cat  began  to  kill  the  rat,  the  rat 
began  to  gnaw  the  rope,  the  rope  began  to  hang 
the  butcher,  the  butcher  began  to  kill  the  ox, 
the  ox  began  to  drink  the  water,  the  water 
began  to  quench  the  fire,  the  fire  began  to  burn 
the  stick,  the  stick  began  to  beat  the  dog,  the 
dog  began  to  bite  the  pig,  the  pig  jumped  over 
the  fence,  and  the  old  woman  got  home  that  night. 


98 


LESSON   XXXIII 

How  many  letters  are  there  in  the  English 
alphabet  ? 

There  are  twenty-six  letters  in  the  English 
alphabet. 

How  many  figures  are  there  in  26? 

There  are  two  figures  in  26^ — 2  and  6. 

How  many  figures  are  there  in  the  number  of 
your  house? 

There    are figures    in    the    number    of   my 

house. 

How  many  letters  are  there  in  the  word 
''school"? 

There  are  six  letters  in  the  word  ''  school." 

How  many  letters  are  there  in  the  word  ''six"? 

There  are  three  letters  in  the  word  "six." 

How  many  figures  are  there  in  the  number  6? 

There  is  one  figure  in  the  number  6. 

How  many  letters  are  there  in  the  word 
"  name  "  ? 

There    are  four  letters  in    the   word   "  name." 

How  many  of  these  letters  are  sounded? 


99 

Three  of  these  letters  are  sounded  —  n,  a,  and  m. 
The  e  is  silent. 

How  many  days  has  January? 

January  has  thirty-one  days. 

How  many  days  has  November? 

I  don't  know.     I  have  forgotten. 

When  you  forget,  count  on  the  knuckles  of 
your  hand.  Make  a  fist.  Start  with  the  knuckle 
of  your  hrst  linger.  January  comes  on  a  knuckle ; 
it  has  thirty-one  days.  Next  is  February ;  it  comes 
down  between  the  knuckles ;  it  is  a  small  month. 
Next  March,  then  April,  May,  June,  July;  now 
back  to  the  first  knuckle  again,  August,  Sep- 
tember, October,  November,  December.  All  the 
months  that  have  thirty-one  days  come  on  the 
knuckles,  and  all  the  months  that  have  less  than 
thirty-one  days  come  between  the  knuckles. 

Do  you  remember  how  many  states  there  are 
in  the  Union? 

Have  you  forgotten  the  number  of  original 
states   in    this   country? 

Who  was  the  first  President  of  this  nation? 


100 


LESSON    XXXIV 


THE  WEATHER 


m, , -->i«g#^^s 


■''^  ■''Jmf'^''^fn 


^/  /  //  /  ■ 


Rain  is  Avater  which  falls  from  the  clouds. 
When  it  is  raining  we  cannot  see  the  sun  be- 
cause of  the  clouds. 

We  have  snow  only  in  the  winter ;  but  we  may 
have  rain  at  any  time  in  all  four  seasons : 


Spring 
Summer 


Autumn  or  Fall 
Winter 


March,  April,  and  May  are  the  spring  months. 

June,  July,  and  August  are  the  summer  months. 

September,  October,  and  November  are  the  fall 
months. 

December,  January,  and  February  are  the 
winter    months. 


101 


Summer  is  hot.     Winter  is  cold. 


Is  it  raining? 

Yes ;  it  is  raining. 

Is  it  snowing? 

Yes ;  it  is  snowing. 


/'  /'■f'/fvi^nif,., 


VtS-^'fS 


Is  the  wind  blowing? 
Yes;    the  wind  is  blowing. 

Is  the  sun  shining? 

Yes;    the  sun  is  shining. 

In  the  summer,  when  the 
sun  is  shining,  we  want  to  get 
in  the  shade. 

I  hold  my  hand  up  between  the  light  and 
the  wall.  See  the  shadow  of  my  hand.  I  shade 
my  eyes  with  my  hand. 

In  the  winter,  when  it  is  snowing  and  the 
wind  is  blowing,  we  want  to  stay  in  the  house. 
It  is  warm  in  the  house,  because  we  have  a  fire 
to  give  us  heat. 


102 

A  STORY 
THE  WEATHER 

A  man  had  two  daughters.  One  daughter  was 
married  to  a  gardener.  A  gardener  is  a  man  Avho 
grows  fruit  and  vegetables;    he  has  a  garden. 

The  other  daughter  was  married  to  a  brick- 
maker. 

One  day  the  father  went  to  see  the  daughter 
whose  husband  was  a  gardener.  He  asked  his 
daughter  how  everything  was  with  her. 

She  said :  ''  Everything  is  all  right  with  us.  I 
only  wish  it  would  rain,  because  the  plants  need 
to  be  watered  now." 

Then  the  father  went  to  see  the  daughter  who 
was  married  to  the  brickmaker.  He  asked  her 
how  they  were  getting  along. 

She  said :  ''  We  are  getting  along  very  well. 
I  only  wish  the  sun  w^oukl  sliine  every  day,  hot 
and    bright,    so    that    the   bricks  might  dry." 

The  father  said :  ''  Your  sister  wants  rain,  and 
you  want  sunshine.  The  weather  can  never  please 
everybody." 


103 


LESSON  XXXV 

The  door  is  standing  open.  I  am  looking  toward 
the  door.  I  see  no  one.  Now  a  man  appears  in' 
the  doorway.  He  pauses  a  moment,  then  he  dis- 
appears. I  will  watch  for  him ;  he  may  appear 
again.  I  am  watching  for  him.  He  reappears.  He 
enters  the  room.  He  is  going  to  the  back  part 
of  the  room  on  that  side ;  I  Avill  go  on  this  side  to 
meet  him.  He  is  coming  toward  me ;  I  am  going 
toward  him.  We  approach  each  other.  We  meet. 
We  shake  hands  and  say,  ''How  do  you  do?" 
We  pass  each  other  and  go  in  opposite  direc- 
tions. I  will  turn  about  and  follow  him.  He 
is  going  toward  the  door.  I  am  following  him. 
In  the  doorway  he  pauses  a  moment  again  and 
disappears. 

The  door  was  standing  open.  I  was  looking 
toward  the  door.  I  saw  no  one.  Then  a  man 
appeared  in  the  doorway.  He  paused  a  moment, 
then  he  disappeared.  I  watched  for  him,  think- 
ing he  might  appear  again.     I  was  watching  for 


104 

him.  lie  reappeared.  He  entered  the  room. 
He  was  going  to  the  back  part  of  the  room  on 
that  side ;  I  started  on  this  side  to  meet  him. 
He  came  toward  me ;  I  went  toward  him.  We 
approached  each  other.  We  met.  We  shook 
hands  and  said,  "How  do  yon  do?"  We  passed 
each  other  and  went  in  opposite  directions.  I 
turned  about  and  followed  him.  He  w^ent  toward 
the  door.  I  followed  him.  In  the  doorway  he 
paused  a  moment  again  and  disappeared. 


J(     OO^nyCjyiAAAytyoL. 


—  Julius  C^sar 

Teacher.    See  if  you  can  get  a  pupil  to  relate  an  instance  of 
meeting  a  classmate  on  the  street. 


105 


A  STORY 


THE  SHEPHERD  BOY  AND  THE  WOLF 


A  shepherd  is  one  who  takes  care  of  sheep. 

There  was  once  a  shepherd  boy  w^ho  watched 
a  flock  of  sheep.  He  was  alone  most  of  the 
time,  and  he  became  lonely.  There  were  some 
people  in  the  village ;  but  they  never  went  to 
him  excei^t  when  a  wolf  came  near  the   sheei^. 

That  was  why  the  boy  watched  —  to  see  when 
the  wolf  came  near.  Then  he  would  call  to  the 
neighbors,  and  they  would  run  out  to  kill  the 
woK.  If  they  could  not  kill  him,  they  could 
chase  him  away.  The  wolf  would  not  be  afraid  of 
one  boy,  but  he  would  be  afraid  of  a  number  of  men. 

One  day  this  shepherd  boy  cried  out:  ''Wolf! 
Wolf!  Come  help  me!  The  wolf  is  killing  the 
sheep." 


106 

This  was  not  true.  There  was  no  wolf  near 
the  sheep.  It  was  a  lie.  The  boy  was  a  liar. 
The  men  ran  out  to  the  boy,  but  when  they 
saw  no  wolf,  they  laughed  and  went  back  to 
their  work. 

Again,  another  day,  the  boy  cried,  ''AYolf! 
Wolf!"  when  there  was  no  wolf;  and  again  the 
neighbors  ran  out  for  nothing.  This  time  they  did 
not  laugh;  they  frowned.  But  the  boy  laughed; 
and  h^e  called  them  out  again. 

One  day  the  w^olf  did  come,  and  the  boy  cried : 
''Wolf!  Wolf!  Oh,  come  and  help  me!  The 
wolf  is  killing  the  sheep !  "  And  this  time  it 
was  the  truth.  But  the  neighbors  did  not  go  to 
helj)  him.  They  could  not  believe  him,  because 
they  knew  he  had  lied  so  often. 

Always  speak  the  truth. 
Honesty  is  the  best  policy. 
Nobody  believes  a  liar. 

Teacher.    After  the  reading,  contiuue  youi-  review. 


107 


LESSON  XXXVI 


The  young  man  is  holding  a  glass  of  water 
in  his  hand. 

The  glass  is  transparent.  We  can  see  through 
the  glass,  because  it  is  transparent. 

We  cannot  see  through  the  door.  The  door 
is  made  of  wood.  Wood  is  not  transparent. 
Glass  is  transparent. 

The  young  man  drinks  a  little  of  the  water. 
He  spills  a  little  of  the  water  on  his  hand. 
Now  his  hand  is  wet.  He  puts  the  glass  on 
the  table.  He  takes  his  handkerchief  out  of 
his  pocket.  He  wipes  his  hand  with  his  hand- 
kerchief.    Now  his  hand  is  dry. 

How  much  glass  can  you  find  in  this  room? 

Do  YOU  see  any  one  with  eyeglasses? 

Is  water  transparent? 

When  we  are  hungry  we  eat  food. 

When  we  are  thirsty  we  drink  water. 

Teacher.  Point  out  all  the  glass  in  the  room  before  giving  this 
lesson.  Besides  the  windowpanes  and  light  globes,  there  may  be  a 
glass  paper  weight,  glass  beads,  or  other  glass. 


108 


LESSON  XXXVII 

I  crusli  a  sheet  of  paper  into  a  ball.  I  throw 
it  to  my  friend  on  the  other  side  of  the  room. 
He  holds  his  hands  ont  to  catch  it.  He  does 
not  catch  it;  he  misses  it.  He  picks  it  up 
from  tlie  floor  and  throws  it  to  me.  I  catch  it 
and  throw  it  back  to  him.  He  tries  to  smooth 
it  ont,  but  the  paper  is  crumpled.  It  will  not 
do  to  Avrite  on.     It  is  full  of  Avrinkles. 

My  face  is  smooth.  My  face  has  no  wrinkles, 
because  I  am  young  now ;  but  when  I  am  old, 
my  face  will  be  wrinkled. 

I  crushed  a  sheet  of  paper  into  a  ball.  I  threw 
it  to  my  friend  on  the  other  side  of  the  room.  He 
held  his  hands  out  to  catch  it.  He  did  not  catch 
it;  he  ndssed  it.  He  picked  it  up  from  the  floor 
and  thrcAV  it  to  me.  I  caught  it  and  threw  it  back 
to  him.  He  tried  to  smooth  it  out,  but  it  was 
crumpled.  It  would  not  do  to  write  on.  It  was 
full  of  wrinkles. 

Teacher.    Make  a  memorandum  of  the  fact  that  you  must  have 
a  shoe  box  in  the  room  for  the  lesson  following. 


109 


LESSON  XXXVIII 


There  is  a  package  on  the  table.  It  is  wrapped 
up  in  paper  and  is  tied  with  a  string.  I  will 
open  this  package  and  see  what  it  contains. 

First  I  pick  up  the  package.  It  feels  light; 
it  is  not  heavy.  Then  I  untie  the  string  and 
remove  the  pai)er.  I  find  that  it  is  a  box.  I 
take  the  cover  off  the  box  and  see  that  it  is 
empty.     That  is  why  it  is  so  light. 

I  am  going  to  put  some  things  into  the  box; 
then  it  will  be  heavy. 

This  book  is  too  big;  it  Avill  not  go  in. 

This  smaller  book  will  go  in,  but  it  does  not 
fill  the  box. 

I  will  put  the  eraser  in  to  help  fill  the  box. 
I  will  stand  the  eraser  on  end  and  fill  the  rest 
of  the  box  with  books  and  other  things. 

Now  the  box  is  full,  but  I  cannot  put  the  cover 
on.  The  eraser  projects  over  the  top  of  the  box.  I 
will  take  the  eraser  out.  Now  I  can  get  the  cover  on. 

I  close  the  box,  wrap  it  up  again,  and  fasten  it 
with  the  same  string.     Now  the  package  is  heavy. 


110 

I  want  to  inspect  this  box,  so  I  will  remove  the 
wrapper,  empty  the  box,  and  sit  down  here  to 
inspect  it. 

I  inspect  the  box. 

This  box  is  made  of  pasteboard.  It  is  white 
in  color  and  oblong  in  sha|)e.  It  is  not  round ;  it 
is  not  square ;  it  is  oblong.  The  cover  tits  the 
top  of  the  box.     The  box  has  a  bottom. 

I  place  the  box  on  the  desk  right  side  up. 

I  place  the  box  on  the  desk  upside  down. 

I  stand  the  box  on  end. 

I  lay  the  box  on  its  side. 

Teacher.    A  shoe  box,  of  coui-se,  is  the  prerequisite  for  this 
lesson. 


Ill 


LESSON  XXXIX 


The  young  man  is  holding  a  coin  in  his  hand. 
Now  he  puts  his  hands  back  of  him.  I  cannot 
see  into  which  hand  he  puts  the  coin. 

He  is  hokling  out  his  closed  hands  toward 
me.  The  coin  is  in  one  of  his  hands.  I  do 
not  know  in  which ;   I  will  guess. 

I  guess  the  coin  is  in  his  right  hand. 

He  opens  his  hands.  The  money  is  in  his 
left  hand.     I  guessed  wrong. 

I  will  close  my  eyes  while  he  hides  the  coin 
again.     This  time  I  guess  it  is  in  his  left  hand. 

He  opens  his  hands  ;  both  are  empty.  The  coin  is 
in  neither  hand.  It  is  not  in  his  right  hand,  and 
it  is  not  in  his  left  hand ;   it  is  in  neither  hand. 

I  take  a  book  in  my  right  hand ;  I  take  a 
book  in  my  left  hand.  I  have  a  book  in  either 
hand.  I  put  both  books  down.  Now  I  have  no 
book  in  either  hand. 

I  will  close  my  eyes  while  the  young  man 
hides  that  coin  again.  Now  I  will  get  up  to 
look  for  it. 


112 

What  are  you  doing? 

I  am  looking  for  that  piece  of  money  which 
he  hid. 

Why  are  you  looking  for  it? 

Because  I  want  to  find  it.  Here  it  is ;  I 
have  it. 

Where  did  you  find  it? 

I  found  it  on  the  teacher's  desk. 

Where  is  the  teacher's  desk? 

The  teacher's  desk  is  in  tlie  front  part  of  the 
rot)m.  It  is  between  our  desks  and  the  black- 
board. 

Is  that  desk  large? 

Yes,  it  is  the  largest  desk  in  the  room. 

How  high  is  it? 

I  don't  know.  I  can't  tell  by  looking  at  it. 
But  I  can  find  out  by  measuring.  Here  is  a 
foot  rule.     I  will  measure  the  desk  with  this  rule. 

Teaciiek.  Get  several  coins  and  a  paper  bill  and  point  out  the 
difference  between  a  coin  and  a  bill.  The  action  of  the  young  man 
liolding  the  coin  might  be  prearranged  with  the  earliest  comer  that 
evening. 


113 


LESSON  XL 

12  inches  =  1  foot  (ft.) 
3  feet  =  1  yard  (yd.) 
16^  feet  =  1  rod 
40  rods  =  1  furlong 
8  furlongs  =  1  mile 

With  this  rule  I  can  measure  the  teacher's 
desk  and  I  can  measure  the  distance  between 
the  desk  and  the  door. 

How  high  is  the  desk? 

How  long  is  the  desk? 

How  wide  is  the  desk? 

How  deep  is  the  top  drawer? 

What  is  the  distance  between  the  desk  and 
the  door? 

How  far  is  the  door  from  the  window? 

Which  is  nearer  the  door,  the  desk  or  the 
window  ? 

The  distance  between  New  York  and  London 
is  over  three  thousand  miles. 

How  far  is  your  native  city  from  this  city? 


114 

How  tall  is  the  teaclier? 

How  tall  are  you? 

Who  is  the  taller? 

Who  is  the  shorter? 

When  you  go  to  a  tailor  to  have  a  suit  of 
clothes  made,  he  takes  your  measure.  He  does 
not  use  a  foot  rule ;    he  uses  a  tape  measure. 

Describe  this  room. 

What  is  the  size  of  this  room? 

What  is  the  shape  of  this  room? 

What  does  it  contain? 

What  is  the  color  of  the  blackboard? 

How  many  desks  are  there? 

How  many  lights  are  there? 

How  many  doors  and  windows  are  there? 

Describe  your  neighbor. 

How  large  a  man  is  he? 

What  is  the  color  of  his  hair  and  eyes? 

What  kind  of  clothes  does  he  wear? 

Describe  his  clothes. 

Teacher.  A  foot  rule  or  yard  stick,  a  tape  measure,  and  a  map 
are  the  essentials  for  this  lesson. 


115 
A  STORY 

THE  LION  AND  THE  MOUSE 


A  little  mouse  was  running  around  one  day 
and  did  not  look  to  see  where  he  was  going. 
He  ran  over  the  face  of  a  sleeping  lion.  The 
lion  awoke  and  caught  the  mouse  under  his 
large  paw.  He  was  going  to  crush  him.  The 
little  mouse  begged  the  lion  not  to  hurt  him. 
The  little  mouse  said  he  would  remember  the 
lion  and  help  him  some  day  if  now  the  king  of 
beasts  would  be  good  to  him  and  let  him  go. 
The  lion  laughed  and  let  him   go. 

Some  time  after  this  the  lion  got  caught  in  a 
trap.  The  trap  was  made  of  ropes.  The  lion 
could  not  break  the  ropes.  He  roared.  The 
little   mouse   heard   the   lion   roar   and   went   to 


116 

him.  Then  he  jumped  on  a  rope  and  began  to 
gnaw,  and  he  gnawed,  and  gnawed,  until  he 
gnawed  the  rope  in  Iavo.  Then  the  lion  got 
out  of  the  trap.  He  looked  down  at  the  little 
mouse  and  said,  ''  Thank  you."  The  little  mouse 
said,  '^You  are  welcome;  but  why  did  you  laugh 
when  I  said  I  might  help  you  some  day?" 

Can  you  tell  me  why  the  lion  is  called  the 
king  of  beasts? 

The  lion  is  a  large  animal,  and  has  a  big 
voice.  His  voice  is  a  roar.  The  mouse  is  a 
small  animal,  and  has  a  little  voice.  Its  voice 
is  a  squeak. 

Teacher.  Fold  your  hands  and  beg ;  roar,  that  is,  pronounce 
"  roar  "  in  your  deepest  tones  —  r-r-o-a-r-r ;  break  a  string,  then 
show  how  it  may  be  gnawed  in  two.  Illustrate  by  action  all  that 
can  be  effectively  so  illustrated,    lieview. 


117 


LESSON  XLI 


4  gills  =  1  pint  (pt.) 
2  pints  =  1  quart  (qt.) 
4  quarts  =  1  gallon  (gal.) 
31^  gallons  =  1  barrel  (bbl.) 

This  is  li(|uid  measure.  This  is  the  way  we 
measure  milk  and  other  liquids.  Water  is  a 
liquid. 

16  ounces  (oz.)  =  1  pound  (lb.) 
2000  pounds  =  1  ton. 

When  I  go  to  the  butcher  to  buy  meat,  he 
cuts  off  what  I  want  and  weighs  it.  He  puts 
it  on  the  scales  and  tells  me  how  many  pounds 
and  ounces  it  comes  to.  He  weighs  the  meat  with 
the  scales. 

When  I  buy  coal,  the  coal  man  weighs  my 
coal  with  coal  scales.     Coal  scales  are  yery  large. 

When  I  send  letters  by  mail,  or  packages  by 
parcel  post,  I  must  weigh  them  and  j)ut  on 
enough  postage. 


118 

2  pints  (pt.)  =  1  quart  ((it.) 
8  quarts  =  1  peck  (pk.) 
4  pecks  =  1  bushel  (bu.) 

This  is  called  dry  measure.  We  get  our 
vegetables  by  dry  measure,  ^^e  also  get  fruit 
by  dry  measure.  Sometimes  we  get  fruit  and 
vegetables  by  count;  as  cabbages,  five  cents  a 
head,  and  oranges,  three  for  ten  cents.  But  we 
never  buy  beans  or  strawberries  by  count.  It 
would  take   too  long  to  count  them. 

Twelve  units  make  a  dozen. 
Six  units  make  a  half-dozen. 
''  Unit "  means  one. 


Teachku.  As  many  of  the  actual  measuring  tins  or  cups  as  you 
can  get  hold  of  will  aid  greatly  in  teaching  this  lesson.  A  picture 
of  a  barrel  would  be  helpful. 


119 


LESSON  XLII 

Teacher.    I  will  send  this  book  to  Mr.  B . 

Mr.  S ,  what  are  you  doing? 

Mr.  S.     I  am  sitting  at  my  desk. 

T.    Are  you  standing? 

Mr.  S.    No,  I  am  not  standing;   I  am  sitting. 

T.    Come  here,  please. 

Mr.  S.     I  will  come. 

T.    What  are  you  doing? 

Mr.  S.     I  am  coming  to  you. 

T.     Take   this    book,   please,   and   carry  it   to 
Mr.  B . 

Mr.  S.    To  Mr.  B ?     Where  is  he? 

T.     He  is  over  there.     I  am  pointing  to  him 
with  my  finger.     See? 

Mr.  S.     Oh,  yes,  I  see. 

T.    What  will  you  do? 

Mr.  S.     I  will  carry  this  book  to  Mr.  B . 

T.    What  are  you  doing? 

Mr.  S.    I  am  taking  this  book  to  Mr.  B . 

T.     What  did  you  do? 

Mr.  S.     I  took  the  book  to  Mr.  B . 


120 

T,    What  did  Mr.  B do? 

M7\  S.    Mr.  B received  the  book. 

T.    What  did  Mr.  B say  to  you? 

Mr.  S.    He  said,  '^  Thank  you." 

T.    Mr.  B ,  did  you  receive  the  book  which 

I  sent  you? 

Mr.  B.     I  received  it,  thank  you. 

T.    Who  brought  the  book  to  you? 

Mr.  B.    Mr.  S brought  me  the  book. 

T.    Mr.  B ,  now  bring  that  book  to  me. 

Mr.  B.     I  will  bring  this  book  to  you. 

T.     AVill  you  send  it? 

Mr.  B.  No,  I  will  not  send  it.  I  will  bring 
it.     Here  is  the  book.     Take  it. 

T.    Xo,  thank  you ;    you  may  keej)  it. 

Mr.  B.     I  will  keep  it. 

r.    Wliat  did  you  do? 

Mr.  B.     I  brought  my  book  to  you. 

T.    Did  you  send  the  book? 

Mr.  B.  No,  I  did  not  send  the  book.  I  brought 
it  myseK.    You  sent  it'  to  me. 

Teacher.  Watch  carefully  that  the  action  conforms  to  the  read- 
ing.   Do  not  permit  any  laxness  in  this  respect. 


121 


LESSON  XLIII 

This  evening  I  came  home  from  work  at  six 
o'clock. 

I  washed  and  dressed  and  had  supper.  After 
supper  I  started  for  school. 

I  stood  on  a  street  corner  and  waited  for  a 
street  car.  I  looked,  but  I  did  not  see  a  car. 
I  listened,  but  I  did  not  hear  a  car. 

I  walked  up  and  down ;  then  I  went  into 
a  store  and  sat  down  to  wait. 

Then  I  thought  I  heard  a  car  and  went  out 
again.  I  saw  two  cars  coming.  I  got  on  the 
second  car,  because  the  first  one  did  not  stop. 
I  gave  my  fare  to  the  conductor. 

When  I  wanted  to  get  off,  I  touched  the 
button.  I  heard  the  electric  bell  ring.  The 
conductor  pulled  the  bell  cord,  the  motorman 
stopi^ed  the  car,  and  I  got  off  and  walked  to 
the  school  building.  I  ran  up  the  steps  and 
entered  the  building.  I  walked  down  the  hall 
and  came  into  our  room.  Now  I  am  studying 
this  evening's  lesson. 


122 


Past 

Present 

Future 

came 

come 

will 

come 

had 

have 

will 

have 

stood 

stand 

Avil 

stand 

did 

do 

will 

do 

listened 

listen 

will 

listen 

heard 

hear 

will 

hear 

walked 

walk 

will 

walk 

went 

go 

will 

go 

sat 

sit 

will 

sit 

saw 

see 

will 

see 

got 

get 

will 

get 

laughed 

laugh 

will 

laugh 

rang 

ring 

will 

ring 

stopped 

stop 

will 

stop 

ran 

run 

will 

run 

entered 

enter 

will 

enter 

thought 

think 

will 

think 

Teacher.  After  the  reading  have  the  class  pick  out  the  verbs, 
giving  the  present  tense  first  always.  After  this  column  is  completed, 
then  arrange  as  above  by  adding  "Past"  and  "Future."  Do  not 
call  the  verbs  "  verbs,"  but  begin  by  saying,  "  What  did  you  do  first  ? 
Came,"  etc.     See  footnote  to  Lesson  XV,  p.  50. 


123 


LESSON  XLIV 


TRADES 


A  man  who  builds  liouses  of 
wood  is  a  carpenter.  A  carpenter 
uses  a  hammer  and  saw  and  nails. 

He  cuts  the  boards  with  his 
saw;  he  drives  the  nails  with  his 
hammer. 

What  is  your  trade? 

I  am  a  carpenter. 

That  is  a  good  trade. 

A  man  who  builds  houses  of 
bricks  is  a  bricklayer.  A  brick- 
layer uses  his  trowel ;  he  puts  the 
bricks  together  with  mortar. 

Bricklaying  is  a  trade. 

A  man  who  makes  clothes  is 
a  tailor.  A  tailor  uses  scissors 
and  needle  and  thread. 

He  cuts  the  cloth  with  the  scis- 
sors or  shears  and  sews  Avith  his 
needle    and    thread.      He   pushes 


124 

the  needle  with  his  thimble.  The  thimble 
protects  his  finger.  The  thimble  keeps  the 
needle  from  hurting  his  finger;  it  protects 
his  finger. 

Tailoring  is  a  trade. 

A  man  who  makes  machines  is  a  machinist. 
A  machinist  uses  many  tools.  He  uses  a 
screw  driver,  for  one  thing,  and  too  many 
other  tools  to  mention  here. 

A  machinist  has  a  good  trade. 

A  man  who  has  learned  to  make  something 
with  his  hands  is  a  man  who  has  a  trade.  What 
is  your  trade  ? 


125 

LESSON  XLV 
BUSINESS  MEN 

A  man  who  keeps  a  store  is  a  business  man. 
He  buys  and  sells.  He  is  a  mereliant.  He  does 
not  make  anything  with  his  hands.  He  does  not 
work  at  a  trade ;  he  runs  a  business.  He  is  a 
business  man. 

A  man  who  keeps  a  grocery  store  is  a  grocer. 
He  is  a  business  man.     He  buys  and  sells  tea 
sugar,  fruit,   spices,   canned  goods,  potatoes,  etc. 
He  is  a  merchant.      A   person   who   buys  from 
him  is  his   customer. 

A  man  who  keeps  a  butcher  shop  is  a  butcher. 
He  buys  and  sells  meat;  he  is  a  business  man. 
He  knows  how  to  cut  meat.  If  you  buy  meat 
from  him,  you  are  his  customer. 

A  man  who  keeps  a  dry-goods  store  is  a  mer- 
chant. He  buys  and  sells  coats,  suits,  hats, 
shoes,  stockings,  gioyes,  and  other  furnishings; 
also  woolen  cloth,  cotton  cloth,  silks,  and  many 
other  things.  His  business  is  to  sell  goods.  He 
is  a  business  man.     He  has  many  customers. 


126 

A  man  who  keeps  a  drug  store  is  a  druggist. 
The  druggist  is  a  merchant.  He  buys  and  sells 
drugs  or  medicines.  If  you  get  sick,  you  may 
have  to  be  his  customer. 

A  man  does  not  have  to  keep  a  store  to  be  a 
business  man.  If  he  helps  run  a  bank,  he  is  a  busi- 
ness man.   If  he  keeps  a  hotel,  he  is  a  business  man. 

A  man  who  sells  or  rents  houses  is  a  business 
man.    He  deals  in  real  estate. 

The  boy  who  sells  newspapers  on  the  street  is 
a  little  business  man. 

How  many  business  men  do  you  know? 

When  a  woman  keeps  a  store  or  runs  a  bank 
or  deals  in  real  estate,  she  is  a  business  woman. 

How  many  business  women  do  vou  know? 


127 


A  STORY 
THE  DOG  AND  HIS  PIECE  OF  MEAT 

A  hungry  dog  went  to  a  butcher  shop  one  day 

and  got  a  piece  of  meat.     He  did  not  pay  for  it. 

Maybe  the  butcher  gave 
it  to  him.  He  started 
to  go  home,  carrying 
the  meat  in  his  month. 
On  his  way  home  he. 
had  to  cross  a  bridge. 
The  bridge  was  over 
water.  The  dog  stopped 
and  looked  into  the 
water  over  the  side  of 

the  bridge.     He  saw  a  dog  with  a  piece  of  meat 

in  his  mouth. 

''  Dear   me,"   said    the    dog   to  himself,    ''  look 

what  a  nice  piece  of  meat  that  dog  has.     I  will 

take  it  away  from  him." 

He  opened  his  mouth  to  bite  the  other  dog's 

meat,  when  —  kerplunk !     His  own  piece  fell  into 

the  water. 


128 

Poor  dog!  He  learned  something,  but  his 
lesson   cost   him   his   dinner. 

The  dog  in  the  Avater  was  not  another  dog,  but 
his  own  retiection. 

He  went  home  a  sadder  and  wiser  dog.  He 
had  something  to  think  about,  but  nothing  to  eat. 

Look  in  the  mirror  and  see  your  reflection. 

nx>Z    to-    axM^n. 

Teacher.  Have  a  little  pocket  mirror  at  hand  when  reading  this 
story.    Review. 


129 

LESSON  XLYI 
PROFESSIONS 

I  am  a  foreigner.  I  want  to  learn  English. 
Therefore  I  go  to  evening  school.  My  teacher 
teaches  me  to  speak  and  read  and  write  English. 

School  teaching  is  a  profession.  School  teach- 
ing is  not  a  trade. 

How  are  you? 

I  am  not  well;  I  am  sick.  I  have  a  head- 
ache, and  I  have  pains  in  my  body.  I  congh, 
I  sneeze,  I  blow  mv  nose.  I  have  a  cold.  I 
shall  go  to  see  a  doctor. 

The  doctor  will  feel  my  pulse,  listen  to  my 
heart  and  lungs,  and  look  at  my  tongue.  Then 
he  will  tell  me  what  to  do  and  perhaps  give 
me   some  medicine,   and   I   shall  get  well. 

The  doctor's  profession  is  good. 

• 

Last  week  I  had  a  toothache.  I  went  to  a 
dentist.  He  looked  at  my  bad  tooth.  He  pulled 
it.    I  had  to  spit  blood  for  a  while.     Blood  is  red. 


130 

Dentistry  is  not  a  trade.  Dentistry  is  a 
profession. 

My  eyes  hurt  me.  I  must  go  to  see  an  oculist. 
An  oculist  is  a  doctor  for  the  eyes.  He  will 
look  at  my  eyes.  He  will  tell  me  if  I  must 
wear  glasses. 

When  my  doctor  gives  me  a  prescription,  I 
take  it  to  the  druggist  at  the  drug  store.  When 
the  oculist  gives  me  a  prescription  for  glasses, 
I   take   it  to  the  optician. 

The  oculist's  profession  is  good. 

There  are  many  trades  and  many  professions. 

How  many  professional  men  do  you  know^? 


Teacher.    Act  a  toothache  ;  cough,  sneeze,  groan.    Take  a  pupil, 
feel  the  pulse,  look  at  the  tongue,  listen  to  the  heart ;  act  the  doctor. 


131 


LESSON  XL VII 


I  go  to  work  every  day  to  earn  money.  I  work 
for  my  employer,  and  he  pays  me  for  my  work. 
This  money  is  my  wages. 

I  work  for  my  money.  This  is  the  honest  way 
to  get  money.  I  do  not  carry  all  my  money  in  my 
pocket,  because  I  might  lose  it,  or  some  bad  man 
might  take  it  from  me.  Such  a  man  is  a  thief. 
He  is  not  honest ;  he  is  dishonest. 

It  is  good  to  work  and  earn  money. 

It  is  bad  to  steal;  it  is  not  right;  it  is  wrong. 

A  man  who  goes  into  a  house  to  steal  is  called 
a  burglar. 

With  my  wages  I  pay  my  rent,  buy  food,  buy 
clothes,  pay  for  my  laundry,  and  get  other  things 
that  I  want. 

I  earn  my  wages,  then  I  spend  them.  I  do  not 
spend  all  of  them.  I  keep  some  money ;  that  is,  I 
save  it.  I  put  it  in  the  bank.  The  bank  keeps  it  and 
pays  me  interest  on  it.  When  they  keep  my  dollar 
one  year,  at  the  end  of  the  year  I  have  one  dollar 
and  three  cents.     That  is  three  per  cent  interest. 


132 

My  wages  are  my  income. 

My  rent,  and  food,  and  clothes,  and  other  things, 
are  my  expenses. 

What  I  put  in  the  bank  is  my  savings. 

Some  day  I  may  want 
to  travel.  When  I  travel 
I  cannot  work.  Then  I 
must  spend  money. 

We  travel  by  train  and 
steamboat. 

The  trains  go  overland 
by  rail,  and  the  boats  go 
on  the  water. 

I  may  go  to  see  my  people  in  the  old  country 
some  day. 

Teacher.    Perliaps  you  will  encounter  difficulty  in  explaining 
*' burglar."    A  picture,  no  matter  how  crude,  would  help  here. 


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